Preliminary results indicate that mobile devices provide students access to dynamic course content and are a valuable tool for active learning, but the devices (especially handheld) are limited in comparison to more expensive traditional computers. Basic spreadsheet, statistical, and graphing applications provide much of the same functionality as a desktop spreadsheet program although data must be exchanged between multiple applications. In the classroom, handheld devices were a versatile alternative to audience response hardware (“clickers”), but their small screen size was a severe limitation to browser-based in-class activities. The portability of the mobile devices made them very useful for field-based lab activities in which students assessed and modified experimental design in response to their real-time analysis of new data. Most applications were best suited for classroom use with access to a wireless network (e.g., Blackboard, Google Earth, Measure Map, EarthObserver), but some allowed data and/or maps to be downloaded in advance for use in any setting (e.g., Topo Maps, Geology ID). Other applications were useful as alternatives to traditional field tools (e.g., TiltMeter, iGeoLog).

This short presentation will focus on the results of that survey and the directions suggested for using mobile devices in support of teaching and learning at Boise State.

Other examples of how mobile technology impacted Ear Training MUS 122 were:

• · Increased student use of blackboard and online text connected to the textbook
• · Student composition, performance and listening
• · Peer sharing of practice strategies and uses for new applications through discussion boards, wikis, &/or blackboard
• · In-class use of iPad for individual supervised practice sessions instantly creates a virtual piano lab
• · Used recording apps to record activities in class allowing students to self assess their performance after class to submit for a self grade.
• · Students composed and recorded melodies during practice time. These melodies were then used during in-class dictations
• · Student developed learning strategies and shared in group discussion boards

· Built a student self assessment aspect to class · Help students personalize and develop their own practice strategies and games through assigned applications and games · Apps used: Virtual Piano, Facebook, Blackboard, DropBox, Audio Memos, Ear Trainer

Recognizing the growing need for a mobile presence, Arizona State University (ASU) launched a mobile pilot of their student portal, My ASU in 2009. Many lessons were learned in this project which helped the University Technology Office (IT) research , design and eventually implement a “Mobile Framework” to address these needs. During this process, data was collected which provided valuable insight into the project, the various devices, native apps versus mobile optimized web apps, and of course, the consumers/students. This presentation will discuss ASU’s move into the mobile world and lessons learned.