CAPÍTULO I – ANTECEDENTES
1.7 Consideraciones históricas al momento de abordar la congestión
1.7.8 La congestión como adaptación a los procedimientos culturales y
The main finding of the research was that at-risk students' familiarity with mobile devices made them attractive tools to use when looking for ways to overcome some of the barriers they faced while learning. Possible areas for further research that have emerged out of this study are: (1) further explorations into the various ways mobile devices and mobile technology can be used in the classroom to increase student engagement, (2) investigation into other possible barriers that exist for at-risk students in education, (3) examine similarities and differences between how teachers and students view the inclusion of mobile devices into education and finally (4) take the key findings from this study into a different educational setting, such as an indigenous community setting.
(1) Explore ways mobile devices and mobile technology can be used to engage at-risk students in learning.
This research focused on understanding how mobile devices could be used to increase learner engagement by reducing the barriers at-risk student experience in the classroom. The research found that technological development coupled with cheaper, faster wireless networks has presented an opportunity for students to access knowledge and information in the classroom in a way that has the potential to alter the educational experience forever. The possibility of using mobile technology to create a new type of learning experience may provide a solution to the problem of
how best to educate those students who find it difficult to learn in a traditional classroom and potentially led to increased school retention rates. It is becoming critical that educators are given the opportunity to learn how mobile technology can be embedded into learning and as such makes it an important area for future research.
(2) Investigate other possible barriers that exist for at-risk students in education
Understanding the barriers at-risk students’ face in the classroom provides an insight in to how mobile devices can be effectively used to reduce those barriers and open the way for increased learner engagement. It is not just enough to merely introduce mobile devices into the classroom without an understanding of how they can best be used to assist student learning. At-risk students potential face any number of barriers while learning and research in to what these barriers are would provide educators will valuable information into the full potential of using mobile devices in the classroom and the significance this has for teaching and learning practices in all areas of education.
(3) Examine similarities and differences between how teachers and students view the inclusion of mobile devices into education
This research focused solely on students’ beliefs and opinions on how mobile devices can be used to assist increased engagement with learning. Further research needs to be conducted into mobile devices and how they can be used to increase learner engagement from a teacher perspective. Future research can be used to build teacher capabilities to ensure our teachers are properly prepared to take on the challenges of education in the 21st-century. Further research could provide teachers with the knowledge needed to create richer, more collaborative, interactive environments which would be able to provide all children with the skills and knowledge needed to ensure they have the potential to become effective, active members of society.
(4) Take the key findings from this study into a different educational setting, such as an indigenous community setting
This study focused on a metropolitan vocational educational setting and as such explored the barriers at-risk students who attended this setting encountered. It is possible that students who attend other vocational educational settings would
encounter different barriers that prevent their progression through the education system. To identify what these barriers potential are further research would be required.
6.5 SUMMARY
The focus of this study was to investigate how mobile devices could be used to foster increased learner engagement with at-risk students in a vocational educational setting. It aimed to explore how mobile devices could be incorporated into teaching and learning practice to provide a more suitable learning space for students who traditionally struggle in mainstream education. Initially it examined the factors which led to the formation of negative educational experiences for these students. Following this it looked at how those experiences eventually caused students to disengage from learning. The study explored how at-risk students were already using mobile devices and the result this was having on their learning capacity. The researcher was keen to investigate how students were able to create positive environments by using mobile devices which in turn allowed them to alter the way in which they interacted with learning. In these personalised learning zones mobile devices allowed students to experience a more positive, supportive relationship which enabled them to engage with learning, increasing the likelihood that they would complete their studies.
This research is important given the fact that Australia's current economic climate and its ageing population means that more so than ever, it is essential that all our nation's young are afforded every opportunity to gain the qualifications and skills required not only to enter the workforce but, more importantly, to remain there. Data collected by Australian Workforce and Productivity Agency (2014) shows that while more students are remaining longer in education there are still a large number of students leaving early. For the future economic wellbeing of the country it is important that ways are found to encourage theses students to remain in education until the completion of their studies. The issue for educators now is how to provide appropriate learning environments that engage at-risk students.
The significance of this research lies in the fact that recently mobile learning has been identified as one of the key trends when analysing how educational systems can be improved upon to foster increased learner engagement with at-risk students
(Wu et al., 2012). This research provides insight into how devices are currently being used by students who have been forced to leave mainstream education before the completion of their studies. Additionally, the study provides insight into the pedagogical underpinnings of why these students find mobile devices so appealing and engaging to use in an educational context. By identifying how these students have been using mobile devices to create personalised learning environments this research contributes important information for those educators interested in how these devices can be used in an educational context to foster increased learner engagement.
There are number of implications arising from this study. For many students the traditional classroom is an uninspiring, negative learning environment that provides little for them in the way of support or assistance. These conditions eventually become so overwhelming that students become disengaged and eventually leave the system. Developments in technology, however, and in particular in the area of mobile technology, have provided an opportunity for educators to create innovative learning environments that appeal to the learning style of at-risk students. The research shows that by using mobile devices as learning tools many of the barriers at-risk students experienced in the high school classroom can be reduced or removed altogether, allowing the student to focus on learning. For educators looking for new ways to engage students this study shows that maybe there needs to be a rethink in how mobile devices can be included into teaching and learning practice. Mobile devices portability, connectivity and functionality mean they provide capabilities not realised previously. Without doubt, mobile technology has become part of the new learning landscape and as such it cannot be ignored by educators, especially if they want to address the issue of increasing retention rates and ultimately reducing youth unemployment rates. Continuing research into this area is essential for educators as mobile technology is an evolving landscape and the pace at which it is continuing to develop means that potentially mobile devices will have an even greater impact on learning for some students in the future.
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