EDU
Important note:
Be aware for this weeks presentation (assignment three), you cannot use Microsoft Power-Point neither can you use Google’s doc Power-Point for this assignment (because basically they are the same things). If you use one of those, you will automatically receive a zero, and no second chance will be given.
Assignment 3: Presentation oftheProposal and Reflections
Due Week 10 and worth230points
Refer to theScenario fortheAssignments.
PartA:Presentation
Provide a slide presentation in which you:
Present the final project youproposedby usinga presentation softwaretoolof your choosingexcept PowerPoint,with at least fifteen (15)main topics/pointsin your presentation.
Include a titleslide/screenand references section.(These twoslides/screensare not part of the 15main topics/pointsrequirement.)
Provide coherent, clear, organized,and substantive content that can be easily understood by the audience.
Provideaudionarrationof the presentation as if you were delivering the speech. (If you do not have access to a microphone, then provide detailed speaker notes with your presentation.)
Provide a link to the two (2) productivity / technology tool(s) you chose to demonstrate the application of the tool into a lesson or training.
Provide a brief demonstration or explanation of how these tools will be utilized by your organization. (For example, if you are using a form of social media explain how your organization might use that technology to keep students or faculty informed aboutevents, changes, closings, etc.)
Includeonepointoutlining the cost(s) of the technologies and what your organization would need to support them (i.e. additional servers, training for faculty, etc.).
In addition to the presentation, create aninfographic*, or flowchart tosummarize your presentation.This should be something that can be displayed where members of your organization can get an overview of the new technologies being implemented.
Provide at least five (5) peer-reviewed references, published in the last three (3) years.
(*If you have never created an infographic, you can find free templates here:http://blog.hubspot.com/marketing/free-ppt-infographic-templates-designs-ht)
PartB:Reflection
Provide your personal reflection, highlighting what you learned fromresearching these technologies and developing the project. Discuss your personal observations of the tools and its applicability in an actual work or school setting. (Approximately two[2]paragraphs.)
Your assignment must follow these formatting requirements:
Follow APAfor formatting guidelines. Check with your professor for any additional instructions.
Include a coverslidecontaining the title of the assignment, the students name, the professors name, the course title, and the date. The coverslideand the reference page are not included in the required assignment page length.
Directions for submitting your presentation.
Submit your Summary in the area designated by your professor.
Review at least two (2) other classmates presentationsand post a response indicating what you learned by identifying two (2) specific points that were made in the presentation.
The specific course learning outcomes associated with this assignment are:
Examine different types of technological resources for educational purposes.
Evaluate how technology can change the content and methods of education.
Analyze how technology can support the learning of diverse students.
Use technology and information resources to research issues in integrating technology into education.
Write clearly and concisely about integrating technology into education using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills.
1
Integrating Mobile Technology and G Suites for Education Technologies in A Learning Environment
Lauren Klevis
Strayer University
EDU 573
Instructor: Manual Johnican
August 24, 2020
Integrating Mobile Technology and G Suites for Education Technologies in A Learning Environment
Introduction
The adoption and integration of technologies in education forms part of the major shift in learning and with time, it will materialize into its full potential. The aim of technology integration is to bridge gaps for learners and to make their transition feasible (Ahmad, Hoda & Alahmari, 2020). Integrating mobile technology and G Suites for Education technologies in a learning environment can help create a cloud based mobile learning environment that helps in effective management of higher education programs as well as keeping everyone productive and connected. Higher education is becoming increasingly complex with learners and their teachers more focused on research. Mobile technology and G Suites for Education technologies can create a powerful computing infrastructure that can enhance the learning environment. For instance, the two technologies enhance collaboration through smart emailing services and video conferencing, all of which enhance real time feedback between learners and teachers. G Suites for Education technologies is a secure technology and it also comes with tools that allow for easy and convenient management. As a result, there is easy and efficient monitoring and management of learning applications thus enhancing the learning environment (Klimova, 2019). Mobile learning provides a mature and convenient technology that provides learning in multiple contexts such as social and content interactions. Paired together, they can provide a platform for collaborative and cooperative learning that will eventually enhance the learning environment.
SWOT Analysis
As stated earlier, the integration of the two technologies brings about a cloud based mobile learning environment that enables learners and teachers to make use of their mobile devices and the seamless services that are offered by G Suites for Education technologies. For instance, through Google Cloud, learners can create and post their assignments with greater security and at their convenience. For a class, the integration of the two technologies can be very important in enhancing their learning experience by supporting instructional goals. For instance, the students can use a range of mobile devices such as smartphones, laptops and satellites to access school data from anywhere thus bringing about convenience and effectiveness (Klimova, 2019). When they use the google cloud application, they can easily optimize school tasks with their devices. Also, in an era of data security, the students and their teachers can easily offload their data and information to the cloud for later reference. The Google Cloud application in the G Suites for Education technologies coupled with mobile devices improves reliability such that there is a reduced chance of application and data loss on the device. As a result, institutions of higher learning can have access to data and learning applications when they need them. Efficiency is also attained through the timely feedbacks and sharing assignments through Google Classroom and Google Docs thus enhancing learning outcomes for students. There is also improved scalability which ensures that applications can meet the unpredictable demands of students and their teachers. G Suites for Education technologies therefore offers a safe option for classroom activities since teachers have the capacity to enable and disable various tools during learning.
However, there are weaknesses in terms of network and internet dependency and this may limit the continuous availability of learning services to students and teachers. There are opportunities to program mobile devices that have limited storage capacity, low processing power and connectivity issues so that they can make use of their battery powers and significantly convenience students and teachers during learning hours. There is also opportunity in terms of flexibility since the G Suites for Education applications can be modified without harming the IT system of an institution. Since it is ad-free and secure, there is an opportunity for teachers to use it for sharing encrypted emails when they contain sensitive student data. The threat of this technology integration is the concern for educational integrity on the part of the students. For instance, with the sophistication of new technologies and the curious nature of students, some sensitive information may be compromised. Despite the security of the Google Cloud application, the threat of data security still remains a concern for mobile technology use in higher learning.
Strengths
Research shows that mobile learning technologies is effective in enhancing the performance of university students (Constantinou, 2019). This is largely because mobile applications for learning improve the understanding of instructions given by teachers therefore enhancing the instructional goals and learning outcomes.
Mobile learning also ensures that learning strategies and teaching are adapted to the needs of students thus making learning more effective. This is also true for the services that are offered by G Suite for education technologies which offers productivity and connectivity features for students that allows them to easily connect with faculty and explain their learning needs and expectations (Purbasari, 2019).
Since most students operate from smartphones, tablets and laptops, G Suite for education technologies offers security features such as advanced mobile device management for Be Your Own Device (BYOD) circumstances. Coupled with cloud applications such as cloud search, students are able to locate missing files, locate recorded lectures and consequently share for improved understanding of course concepts
Weaknesses
Software and hardware issues may interrupt learning experience for the students. For instance, regular system crash and not upgrading to new versions may impede the normal working of devices that are used by the students thus preventing them from accessing learning materials in a timely manner.
The other weakness of mobile learning technology is that there is a high probability of distraction. For instance, a student may purpose to use the device and an application from the G Suites for education technologies but end up using social media websites instead. Such distractions are a waste of time and they go against the novel intention of integrating mobile learning and G Suite for education technologies.
Lack of internet connectivity is a big challenge that weakens the viability of the technology integration. Some students may not be able to freely access internet during video conferencing on Google Meets or access vital school emails thus preventing them from enjoying learning experience.
Opportunities
G-suites for education offers a cheap and an easy learning platform for institutions and students respectively. The application is free including prevention of data loss, security keys and options to encrypt emails for security reasons.
There is an opportunity to encourage teachers and students to be more active since learning resources are readily available and can be accessed at the comfort of their homes. G Suites together with mobile learning technologies have increased student and faculty communication and collaboration through timely feedbacks. Research shows that faculty and students have a positive attitude towards these applications and hence students can embrace learning more (Tanis, 2020).
There is also an opportunity to create more applications that are experience-based for students. In this way, they have an enhanced learning experience thereby encouraging them to study.
Threats
There is a need to balance the intelligence of the students with integrity, character and trust otherwise there are threats of mischief. For instance, students may not be read at all as they can readily and easily access material from the internet to answer their assignments. On this, there is a need to reconsider how tests are formulated and done at institutions of higher learning.
There is also a security threat while using mobile learning technologies. Although G suite for education offers a secure learning platform through its cloud based application, there is no guarantee of security on the mobile software and hardware and these may cause data breeches for the learning institution.
Proposed Timeline for Implementation
The implementation of mobile learning technology and G suite for education technologies requires the active participation of relevant stakeholders. There are technical and behavioral considerations that significantly affect the timeline for implementation (Ahmad, Hoda, & Alahmari, 2020). For instance, the adoption of mobile learning technologies requires both interface and content design. Behavioral considerations include the intention to use as well as the perceived strengths and opportunities for adopting the technologies. Behavioral considerations will also depend on institutional training for students and their teachers so that they can establish the ease of use and efficiency. Based on this, the most practical timeline for project development and implementation would be six months since the time will allow for the identification of relevant stakeholders, identification of the availability of mobile devices to use and training for students and faculty.
Summary
Technology integration in education is important because it enhances learning and makes student transition more feasible. Mobile learning enables learning institutions to have access to mature and convenient technology for enhanced education experience. G Suites for Education technologies on the other hand is a secure technology that have various applications such as Google Classrooms, Google Docs, Google Forms and Google Cloud all which allow for collaboration and efficient communication between students and their teachers. When these two are integrated they create a cloud based mobile learning platform that keeps everyone connected and productive. G Suites for education is a cheap technology that allows for efficiency and also provides for opportunities for prevention of data loss, and free security keys. There is also an opportunity to create new experience based applications for students so that they can have better learning experiences. Despite these benefits and opportunities, the two technologies also have weaknesses especially on the part of the students. For instance, with mobile learning, there is a higher probability for distraction which causes time wastage and thus go against the intention of integrating technologies for enhanced learning. There is also the concern that a lack of internet connectivity will deter the students from accessing valuable learning materials. Based on this, the perceived weaknesses and threats should be addressed before the implementation of the new technologies. Since these two technologies emphasize the need for unified and pervasive learning from various contents, people and contexts, it is advisable to develop solutions and services based on the basic premise integration. This therefore requires innovation and further exploration of all the possible avenues. It is also important to sufficiently train the students and faculty on how to effectively utilize these technologies for enhanced learning experience.
References
Ahmad, N., Hoda, N., & Alahmari, F. (2020). Developing a Cloud-Based Mobile Learning Adoption Model to Promote Sustainable Education.Sustainability,12(8), 3126.
Constantinou, E. K. (2019). 4Revisiting the cloud: reintegrating the G Suite for Education in English for Specific Purposes teaching.Professional development in CALL: a selection of papers, 55.
Klimova, B. (2019). Impact of mobile learning on students achievement results.Education Sciences,9(2), 90.
Purbasari, I. (2019). MOBILE LEARNING APPLICATION TO IMPROVE UNDERSTANDING OF STUDENT SOCIAL CONCEPT.
Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning.Research in Learning Technology,28.
