This paper details a study undertaken by the University of Chile to study the possibilities of creating a constructive learning environment using a wireless handheld network and mobile devices. Social constructivism identifies the following as the elements of a constructive environment:
1. Constructive: Students have to modify their current knowledge schemes in order to integrate incoming information an knowledge.
2. Active: Students have to participate totally.
3. Significant: Learning must have meaning.
4. Based on consultation: The leaner has to construct his/her own questions, from multiple interpretations and learning expressions.
5. Collaborative: The student learns from others by working together on the same objectives. (p. 235 -236)
The authors designed a system called the Mobile Computer Supported Collaborative Learning system to allow children to carry out individual and group activities after receiving clear instructions and guidelines. The system was designed for a small footprint and optimized for operation on low specification handhelds (editor's speculation). The activity in question is the classic syllabic word construction activity by bolstered by the addition of a collaborative element introduced by the handhelds. Students were randomly grouped in three to find out how to construct a word from the syllables that each received on the screen of their handheld. Unless the children pressed the syllables of the word in order, the system would not recognize the word. To enable collaboration, as the word is flashed on the screen of each child in the group as it is being constructed.
Qualitative Results
From the month-long controlled experiment, the children participating in the study who were supported with technology were observed to have a significantly higher word construction score improvements than the children in the control group who constructed words using the traditional syllabic method. A statistically significant difference of 95% was observed (p. 242).
Implications
An important aspect of this study is the background of the participants: 6-7 year old boys and girls from a low-income public school of Santiago de Chile. This study was a clear example of handhelds enhancing a tradition classroom exercise while minimizing the inhibiting factors that introducing technology to a classroom usually implies. It also indicates that when designed properly, the age and background of the participants need not be a hindrance to participation in a technology enhanced learning activity.