Using+Mobile+Technology+to+support+Māori+students

=**Using Mobile Technology to support Māori students**= toc
 * [[image:Crystal_Clear_action_back.png width="36" height="36" link="Practices that lead to successful Educational outcomes for Māori"]] ||  || >>>>>>>>>> [[image:48px-Crystal_Clear_app_kfm_home.png width="28" height="28" link="Introduction"]] || >>>>>>>>>>> [[image:Crystal_Clear_action_forward.png width="36" height="36" align="right" link="Web 2.0 pedagogy - An alignment with the educational preferences of Māori learners"]] ||

The previous section gave examples of how e-learning tools can be used effectively to enhance a FTF environment for Māori students. This section looks at using mobile technology to further enhance an e-learning environment for Māori students.

Goh, Seet and Rawhiti (2011) found that mobile devices can be used by educators to create a motivating and supportive environment by communicating simple messages to students (such as assignment reminders). Many students have mobile phones ranging from inexpensive texting platforms through to the more sophisticated smartphones which allow students to download content from the Internet or record and upload content.

The study demonstrated the positive impact persuasive and affective SMS could have on students’ learning. It showed that students who received SMS intervention performed better than students who did not receive SMS intervention. Specifically the study demonstrated that SMS intervention enables Maori and Pacific students to perform better.

Goh, Seet and Rawhiti (2011) have suggested that with the increasing use of social media such as Facebook and Twitter, practitioners should consider using these tools as a form of intervention similar to SMS intervention. They also suggest that for Māori the effectiveness could be increased by involving the whānau using such practices as enlisting //parents// to send SMS messages.

According to Cochrane (2010) mobile learning can be harnessed to take advantage of what is commonly referred to as social networking or Web 2.0 tools. These tools allow students to collaborate with others (not limited to peers) and post reflective works reaching a potentially wider audience than what is typical in a conventional learning environment.

The collaborative aspect of mobile learning is particularly suited to Māori students because it allows students to stay connected with their learning environment; their peers, teacher and potentially the wider community without being restricted by time or geographical location. It mobilises learning allowing it to be applied across contexts (Sharples, Taylor and Vavoula, 2005) creating opportunity for authentic learning situations.

In the next section we will discuss how social media tools can be used alongside Pedagogy 2.0 and how they are already meeting existing Māori learning preferences.

Discussion Point 5
Before we move to the next section we would like you to take a moment to read and respond to Discussion Point 5, Use of M Technology in e-Learning:

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 * [[image:Crystal_Clear_action_back.png width="36" height="36" link="Practices that lead to successful Educational outcomes for Māori"]] ||  || >>>>>>>>>> [[image:48px-Crystal_Clear_app_kfm_home.png width="28" height="28" link="Introduction"]] || >>>>>>>>>>> [[image:Crystal_Clear_action_forward.png width="36" height="36" align="right" link="Web 2.0 pedagogy - An alignment with the educational preferences of Māori learners"]] ||