Mindtools for Supporting Mobile-Learning Activities
DOI link for Mindtools for Supporting Mobile-Learning Activities
Mindtools for Supporting Mobile-Learning Activities book
Jonassen, Carr, and Yueh (1998, p. 1) have indicated that “technologies should not support learning by attempting to instruct the learners, but rather should be used as knowledge construction tools that students learn with, not from.” Several educators have pointed out that computers can be a potential tool for supporting learning and instruction, such that the learners function as designers, and the computers function as Mindtools for interpreting and organizing their personal knowledge (Jonassen, 1994/1999; Jonassen et al., 1998; Kommers, Jonassen, & Mayes, 1992). Therefore, it has become an important and challenging issue to develop and employ Mindtools to assist learners to interpret and organize their personal knowledge in m-learning environments, in particular, for those in-field learning activities (Chu, Hwang, Tsai, & Tseng, 2010; Hwang, Chu, Lin, & Tsai, 2011; Hwang, Wu, & Ke, 2011). In this chapter, two types of Mindtool are presented. Moreover, the effectiveness of applying the Mindtools in several m-learning activities is reported.