如何在课堂上使用移动设备

In an interview earlier this year Education Secretary Michael Gove hinted that he would like to see mobile phones banned in schools. Claiming they lead to "disruption" and can be used for bullying, Mr Gove bracketed mobile phones and iPods in the same category as weapons such as knives. Many objected to this broadside with an online petition.

今年的早些时候教育部长迈克尔·戈夫在接受采访时暗示他希望看到学校禁止学生使用手机。并声称它们可能导致“破坏”,可用于欺凌,戈夫先生把手机和ipod等同于一类武器，如刀。许多人通过一个在线请愿书反对这种思想倾向

As a, te former Director of E-Learning acher for seven years, and current educational researcher, I have witnessed transformational learning experiences where mobile devices such as iPods and mobile phones have been key. Modern mobile phones in particular are more like pocket computers and can connect young people to a world of information and learning. Parents such as myself could only dream of having such opportunities when we were at school.

作为一个在电子学习领域工作七年的前任主管和当前的教育研究者介绍，我目睹了移动设备变革性的学习经验一直很关键,如ipod和手机。现代手机，特别是掌上电脑，可以把年轻人连接在一个世界的信息里去学习。当我们还在学校的时候，我们自己的父母只能梦想拥有这样的机会。

Part of the problem stems from the fact that all of us own a mobile phone and all of us went to school. Unfortunately, doing or using something often does not qualify one as an expert. I travel on trains and aeroplanes reasonably often, but I have no idea how to successfully pilot one from A to B. Similarly, teaching looks like a straightforward job when done well but depends upon layers of pedagogy and practice which can remain hidden to parents, children and the general public.

问题的部分根本原因在于：我们所有的人拥有移动电话并且我们所有的人可以去学校。可惜的是，经常做一些事和使用一些东西不符合作为一个专家应该做的那样。我经常乘坐火车和飞机，但是我不知道怎样成功地从一个地方到另一个地方驾驶它们其中一个。同样，当被完成得很好时，教学看起来像一个直线前进的工作，但它取决于教育和时间的层次，可以保持对父母、子女和普通大众的隐藏。

That's not to say that all teachers want to see mobile devices used in the classroom, of course. Some point to a "digital divide" between the have and the have-nots. But the real divide is the "digital use divide", otherwise known as the "participation gap". Banning is a form of censorship, a futile attempt at maintaining a status quo. One only has to take the example of pocket calculators to see how banning a useful, transformational technology can be initially resisted before becoming ubiquitous (and extremely helpful) in schools.

这并不是说所有的教师都希望看到学生们在教室里使用手机。当然，一些人指出在拥有与没拥有（手机）者之间存在“数字鸿沟”（现象）。但真正的分歧是“数字使用鸿沟”,否则称之为“参与差距”。禁止是一种形式的审查,对于保持现状是一种徒劳的尝试。我们只需从袖珍计算器这个例子中，来看看一个有用的，变革性的技术在学校里普及（或者非常有用）之前，是怎样受到抵制的。
 

An unacknowledged fear - but that which parents and teachers perhaps fear most - is that mobile learning is a "trojan horse"for a whole raft of changes sweeping the educational landscape. And they'd be correct in that supposition. The world is different now than it was when we went to school and so we need to prepare our children differently. My four year-old already helps me navigate using Google Maps on my iPhone. Technology is something to understand not something to fear.

一个还未确认但家长和老师可能最怕的事情是-----移动学习是一个“特洛伊木马”在教育领域的一系列广泛的变化。同时他们会在推测中得到改正。现在的世界和我们上学的时代已经不同了,所以我们需要为我们的孩子准备的东西也是不同的。我四岁的孩子已经帮助我在我的iphone上使用谷歌地图导航了。技术是我们需要了解的东西而不是去害怕它。

The lesson plan, and more importantly, the associated presentation, on the Guardian Teacher Network gives an overview of some of the benefits of mobile learning.

教学计划,更重要的是在《卫报》教师网络的相关的演示,给了我们一些移动学习优势的相关概述。