Social Justice App:
Based off of my field research at the TECH center and a good critique by Dr. Shaw, it helped me reconstruct my idea of students procrastinating. The result of students compulsively checking their mobile devices may be a reaction to them being drained from the strenuous demands of college life. The resulting idea of my application promotes the idea of a social space where a student can consciously make the decision to work where his/her fellow classmates and major affiliated school is located in the TECH center with user provided information. Giving the student the opportunity to visualize their workspace’ activity and availability whether they’re in the TECH center or are commuting to it; hopefully encouraging them to come even more. Visualization of activity in the TECH center would be an unique feature of the app itself, as I vision it to have a twitter like feed or forum enabling students to broadcast what projects, assignments, and help they may need assistance with. Encouraging a mutual opportunity for students to be productive while interacting with their mobile devices, to vicariously network, and do school related work without the feeling of wasting necessary time in uneducated spaces.
Which lead me to the name of my app, Educated Spaces™, which quite literally gives its user the ability to navigate to spaces of productivity. Which I exuberantly noted in my field research before, the most painful observation I made was that students weren’t utilizing the facilities to their maximum potential, and I feel like this is a direct answer to the problem. I cannot think of a more corrective way for the compulsive behavior that mobile devices have caused, but there are ways we can redirect its uses. When we think about the uses of these great mobile devices and the applications of them, students should be weaned to use them to gain more power in how they educate themselves. Similar to the power of ratemyprofessor.com, which many students utilize to pick their educators based off student recommendation, but this app enables students to get a hands on approach to such tasks by socializing and working with students currently enrolled in such classes.
Though the functionality of this application is used in the hypothetical case of the TECH center, when thought of its uses and place in the discussion of whether mobile devices belong in classrooms it could really prove to help. Going back to my point of redirecting the uses of mobile devices I look to researchers like Jack Tessier who published the study of, Student Impressions of Academic Cell Phone Use in the Classroom, here he showed readers that students who were encouraged to use their cellphones in class actually felt like they benefitted in the experience. Another research whose argument I’m vested with is, Beth Humble-Thaden, who essentially argues that educators and parents may be missing out on the educational potential of mobile devices that many high school students come equipped in the thousands (even millions) with these days but are prohibited to use in schools. With the research and support of these two scholars, I look to prove that with the potential impact of apps such as Educated Spaces™ we as educators, parents, etc. can seem less hypocritical, forceful, and pervasive to their usages of mobile devices. Instead, the approach of educating them how to use their devices as tools to succeed in education would make them value the way they’re used in the first place.
Educated Spaces™ promotes the cooperation of students to achieve common goals, a teamwork like ethic, and helps educators. Here I would use Dana Edwards and Fran Mullis’ research to show how important those qualities promoted by Educated Spaces™ are. Their research talks about creating a climate of cooperation in early education as it is vital to the development of people as they progress in their own lives. We understand that technology is something that the newest and newer generations are accustomed to which should imply that newer educators and counselors need to be able to also utilize these tools to help students and create curriculum that is effective which could be easily visible in the usage of Educated Spaces™ . I was wrong about my assessment of the TECH center needing to be a less social space and that mobile devices hurt us, but instead I realize that we need to be redirect our usage of these devices, even changing the way we seem them. More like tools to help us get more out of life and that’s what propose to do with Educated Spaces™.
For my visual design concept I would like to do a video piece for certain conceptualizing the app, but I’d really like to design a prototype if I have time.
I still need to schedule my time with Ms. Kristina DeVoe, I plan to spend 2 hours every day further researching my sources and further app features. I plan on completing it by the second or third week of April
Edwards, D., & Mullis, F. (2003). Classroom Meetings: Encouraging a Climate of Cooperation. Professional School Counseling, 7(1), 20-28.
Tessier, J. (2013). Student Impressions of Academic Cell Phone Use in the Classroom. Journal Of College Science Teaching, 43(1), 25-29.
Beth Humble-Thaden, M. M. (2011). Student Reflective Perceptions of High School Educational Cell Phone Technology Usage. Journal Of Technology Studies, 37(1), 10-16.