High-Speed Mobile Telecommunication Technology in the Geography Classroom

Abstract

Digital devices such as handphones and computers allow teachers and students to access the functionality beyond telecommunication. For instance, students and teachers are able to interview experts through videoconferencing. With these advancements in technology , teachers need to be innovative and creative to engage students, interest them and allow them to see the relevance of their studies to the real world. As such, the authors have introduced the use of high-speed Internet connectivity mobile phones for the learning of the humanities subject, such as geography . This project started in 2010 and received positive feedbacks through surveys and examination results of students who have experienced mobile technology. The use of mobile phones enables students to conduct live interviews and walkthroughs of geographical sites, bringing the world to the classroom as the phone is connected to the classroom projector. Students also engage in cooperative teamwork, analytical thinking and Socratic questioning as they deliberate on the topic and craft questions in groups for the interview. During a videoconferencing session using mobile phones, 49 Secondary Three and Four students interviewed a NIE professor on the flora in Bukit Timah Nature Reserve using questions they had crafted in groups as they studied the characteristics of natural vegetation in their syllabus. Another example was an interview with the owner of a crocodile farm by Secondary Two students on how high-tech farming takes place in Singapore. The portability of the mobile phones not only allowed the interviewee to answer the questions asked but also gave students the opportunity to see how the crocodile farm looked like without leaving the classroom. From another perspective, students could also go out of the classroom, interviewing people and sharing the process and knowledge with their peers live time through a mobile phone. The use of high-speed mobile devices allows the authentic learning of topics in a humanities subject such as geography.

Appendices

Annex A

Checklist for conducting a Mobile lesson in your class

Ten things to look out for:	Tick (√)
You must have at least two mobile phones with TV output function that can be connected through the VGA panel for projection to pupils
You should be able to have a mobile data reception in the classroom that the interview is planned for
Identify the lesson that you want to conduct It must be a lesson that can allow interactions between an interviewer and the pupils It must be a lesson where pupils can learn from an interview, more on the particular topic that has been chosen Craft out questions that will be used for the interview
Identify an interviewee, who can contribute to the development of the topic chosen
Liaise with interviewee for the time slot that the lesson is to be conducted
Arrange with him/her to pass one set of the mobile phone. Also pass him/her the set of interview questions and get him/her ready
Do a test run of the mobile data reception, before the actual day of the lesson, by calling interviewee from the classroom to check for reception
Prepare pupils who will be the interviewers
On the actual day of the lesson, connect your mobile phone set to VGA panel. Test its readiness Carry out the lesson as per planned
After the lesson, collect phones from interviewee Out of good gesture, bring along a small gift

Annex B

Participant’s Lesson Plan on 3G Technology in the Humanities Classroom

Topic	Lesson objectives	Scaffolding	Who to interview	Interview questions	Follow-up
Social Studies: Conflict between countries (Case study of Pedra Branca)	. list 3 causes of conflict . state how Singapore has defended Pedra Branca . state the value of Pedra Branca	. pre-interview knowledge on the conflict . videos on cause of conflict . newspaper articles. Map. Info about ICJ	Officers from Ministry of Foreign Affairs or Lecturers from NUS/Institute of SEA Studies	1. what is the value of Pedra Branca to Singapore? 2. Will this affect Singapore’s relationship with Malaysia 3. How did/have we defended Pedra Branca?	. Quiz on Pedra Branca
History: Life in Singapore during the Japanese Occupation	Students will be able to: . gather authentic/first hand info on life during the Japanese Occupation . compare different viewpoints of the Japanese Occupation	. video documentary (Rape of Nanking) . newspaper, photographs	. bringing in senior citizens who have lived through the Occupation (3 different races) . Professor who is an expert on Japanese Occupation (3G)	1. was everyone equally treated during the Japanese occupation? 2. why was there discrimination? 3. why were they so harsh? 4. was life better off under the British or the Japanese?	Worksheets, tests, mind maps
Geography: Geography of food	Pupils will be able to: . explain the changing food preferences of consumers in Singapore . explain the impact of changing food preferences on the types of products being sold in Singapore	. ask students about their favourite foods. Show pictures of different kinds of foods . compare food preferences then and now	Personnel from AVA or Nutritionist such as Devagi Shanmugam, who runs her own Indian Fusion Café at Race Course Road, who is also the host of a programme at the Asian Food Channel	1. what type of foods Singapore imported in the 60s 2. what type of foods Singapore imports now? (the difference) 3. what are some of the countries that we import our foods? Which countries do we import most?	Consolidate and summarize with students. Homework. Reinforce lesson objectives

Annex C

Lesson Plan on 3G Lesson—Bukit Timah Nature Reserve
1	Teacher’s name:		Date:	Time:	Class:
	Mrs Chung, Miss Sherlyn Tan		10 April 2012 (T2W4)	1215–1310	3E1/4E1
2	SUBJECT: Geography		TOPIC: natural vegetation		VENUE: Cave 2
3	SPECIFIC LEARNING OBJECTIVES: Pupils will be able to…	1	Explain 4 ways how plants in the tropical rainforest adapt to their environment
		2
		3
4	LESSON:	Time/duration	TEACHING—LEARNING ACTIVITY		Resources/key concepts:
	PRE-LESSON	1 month	About one month before the lesson, students would have been asked to think of questions (in groups of four) relating to the characteristics, adaptations and attractions of the tropical rainforest and submit them to the teacher, who will collate them. These questions would be given to Dr Chatt from NIE who is an expert on Tropical Rainforest, especially the Bukit Timah Nature Reserve, for her reference and preparation for the 3G lesson that is going to take place in this lesson. Dr Chatt will be asked to provide any additional information on the tropical rainforest to the students so as to heighten their knowledge on the tropical rainforest in Singapore, namely the Bukit Timah Nature Reserve		Students’ questions. This pre-lesson prepares students for the upcoming 3G lesson
4.1	START:	10 min	Students will be given a field lesson in the area outside the school where they will be brought out of their classrooms to see and feel the different characteristics of trees in a tropical rainforest. This experience will enhance their understanding on the adaptations of plants		Conducted by Mrs Chung
4.2	MIDDLE:	35 min	The teacher prepares students for the 3G conference with Dr Chatt. Selected students from each group have been tasked to pose a question to Dr Chatt during the conference. These students will take turns to pose Dr Chatt their assigned question. At the same time, each student will be given a worksheet which they are expected to complete using the answers given by Dr Chatt during the 3G conversation		3G phones, worksheet, question cards for each group, worksheet for every student
4.3	END	10 min	After the lesson, teacher will get different groups of students to present the answers given by Dr Chatt verbally as a summary. Students will then be tasked to do a concept map and an essay (individual assignment) on the adaptations of plants in the tropical rainforest based on the lesson and answers provided. Students will have to submit their individual assignment the next lesson		Essay assignment Questions