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Going Mobile in the PreK-12 School Market

発行 SIMBA Information, Inc. 商品コード 180538
出版日 ページ情報 英文 98 Pages
納期: 即日から翌営業日
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PreK-12(幼稚園〜12年生)学校市場におけるモバイル利用 Going Mobile in the PreK-12 School Market
出版日: 2011年03月04日 ページ情報: 英文 98 Pages





第1章 モバイル技術の台頭

  • モバイル技術の教育部門への参入
  • モバイル技術とは
  • ラップトップに加わるネットブックとミニノートブック
  • タブレットコンピューター:iPads・その他
  • PDAに取って代わるスマートフォン
  • iPod Touch・Eリーダー:学校での導入
  • 将来の複数デバイス
  • モバイル技術の成長の理由

第2章 学校でのモバイル技術の利用

  • 概要
  • 生徒のかかわりの拡大への願望がモバイル戦略を推進
  • 広く利用されているラップトップとネットブック
  • 特定目的のために配布されるデバイス
  • モバイル技術の利用時間:限定的
  • クラス全体・小グループで利用されるモバイル技術
  • さまざまな教科で利用されるデバイス
  • アクセスされるコンテンツはソフトウェアプログラム
  • 購入意思決定は地域レベルで決定される
  • 資金は国・州・地域から

第3章 モバイル技術の実装

  • 複数の技術上の課題を呈する実装
    • 管理・制御・保守の方法の選択
  • さまざまな予算と資金の課題
    • モバイル戦略の実行に関連するコスト
    • 予算上の懸念
  • パブリッシャーとコンテンツプロバイダーにとってのさまざまな意味
    • コンテンツの出所
    • コンテンツを増やすツール
    • テキストを補完するモバイルアプリケーションとオンラインリソース
    • コンテンツの競合
    • 困難なモバイルの製品開発
    • モバイルラーニングデバイスのその他の市場動向への影響
  • モバイルラーニングによる学校の変化
    • クラスルーム管理の必要性
    • 学習への影響はプラスに
    • モバイルによるティーチングとラーニングの変化
    • 実装を伴うトレーニング
    • 生徒による持ち込み
    • 公平さと安全さ:引き続き懸念材料に

第4章 ケーススタディ

第5章 総論・見通し


Product Code: CURP6055405


This brand new publication from Simba Information applies Simba' s time-tested analytics to the new area of mobile applications in the PreK-12 learning market to provide crucial business and market intelligence on this emerging segment of the school market. Simba Information is partnering with leading education market research firm MCH Strategic Data to conduct a survey of public school- and district-level administrators on their current use of and their plans for implementing new mobile technologies, including, laptops, netbooks, tablet computers such as iPads, smartphones and personal digital assistants.

Survey topics include:

  • Student usage of mobile technologies for educational purposes by grade levels
  • Implementation plans for mobile technologies
  • Primary uses of mobile technology for education by grade level
  • Disciplines and types of content most often used on mobile devices
  • Funding sources

Additional Information

Stamford, CT - March 9, 2011 -Going Mobile in the PreK-12 Market and found that once mobile technology is implemented, schools are reluctant to give it up.

Although long thought to create behavioral issues in the classroom, pilot programs using mobile devices in PreK-12 classrooms actually resulted in increased student engagement and test scores. In addition, the report finds usage of mobile devices increases the probability that special needs and English language learners will complete homework assignments.

"There is a distinct opportunity here for mobile device manufacturers to target school districts," says Kathy Mickey, senior analyst at Simba Information. "With strong support coming from pilot programs, implementing mobile devices will bring school districts closer to their 1:1 computing goal."

While budgets were frozen or greatly restricted during the last few years, the slow return of local and state funds to education is pushing districts to consider the cost advantage of purchasing mobile devices over widely implemented net book or laptop computers.

"We' ve seen results of districts saving over $3000 a year in printing and textbook costs simply by implementing full mobile device use in a single classroom," notes Mickey.

According to the report, teachers and students become attached to mobile technology, as it makes it easier for children to compete, find information, understand abstract concepts and actively learn while in the classroom.

"It' s like finding a shortcut and then being forced to take the long way; the mobile devices establish another method to teaching the subject," adds Mickey. "This echoes a strong sentiment from school districts to have them in the classroom."

Going Mobile in the PreK-12 Market outlines opportunities for mobile device makers in the PreK-12 market, analyzing survey results from district and elementary technology directors and coordinators, as well as providing case studies of pilot programs throughout the United States.

Table of Contents


Executive Summary

Chapter 1: Mobile Technology on the Rise

  • Mobile Technology Is Coming to Education
  • What Is Mobile Technology?
  • Netbooks and Mini-Notebooks Join Laptops
  • Tablet Computers: iPads and More
  • Smartphones Are Replacing PDAs
  • iPod Touch and E-Readers Move into Schools
  • Future May Be Multiple Devices
  • Reasons for the Growth of Mobile Technology

Chapter 2: Mobile Technology Use in Schools

  • Overview
  • Access Moves Beyond Early Adopters
  • Desire to Raise Student Engagement Drives Mobile Strategy
  • Laptops and Netbooks Are Widely Used
  • Devices Usually Distributed for Specific Purposes
  • Time Spent with Mobile Technology Is Limited
  • Mobile Technology Used for Whole Class and Small Group Instruction
  • Devices are Used Across Subject Areas
  • Content Accessed Is Software Programs and More
  • Decision to Purchase Made at District Level
  • Funding May be Federal, State or Local
  • Table 2.1: Percentage of Students that have Classroom Access to Mobile Technology
  • Table 2.2: Primary Reason for Implementing Mobile Technology
  • Table 2.3: Devices Used by Students for Educational Purposes
  • Table 2.4: Mobile Device Availability
  • Table 2.5: Student-Use of Own Technology During School Day
  • Table 2.6: Hours in a Typical School Day Mobile Technology Is Used
  • Table 2.7: Primary Educational Purpose When Using Mobile Technology
  • Table 2.8: Subjects for Which Students are Using Mobile Technology
  • Table 2.9: Content Being Accessed by Students Using Mobile Technology
  • Table 2.10: Where Funding Decisions Are Made
  • Table 2.11: Primary Funding Tapped in 2010-2011 to Provide Mobile Technology
  • Table 2.12: Primary Funding Expected to be Tapped in 2011-2012
  • Table 2.13: Single Factor Primarily Responsible for Holding Back Use of Mobile Technology for Educational Purposes

Chapter 3: Implications of Mobile Technology

  • Implementations Present Multiple Technology Challenges
    • Choosing How to Manage, Control and Maintain
    • Beginning with a Strong Base
  • Budgetary and Financing Issues are Varied
    • Costs Associated with Implementing a Mobile Strategy
    • Budget Concerns Prompt Bring-Your-Own-Initiatives
  • Implications Loom Large for Publishers and Content Providers
    • Where the Content will Come From
    • Tools Augment Content
    • Mobile Apps Supplementing Text and Online Resource
    • Content Competition Spurs Publishers
    • Product Development Is Different for Mobile
    • Mobile Learning Devices' Effect on Other Market Trends
  • How Schools Change When Mobile Learning Arrives
    • Classroom Management Needs to be Addressed
    • Impact on Learning Seems Positive
    • How Teaching and Learning Change with Mobile
    • Training Must Accompany Implementation
    • When Students Bring Their Own
    • Equity and Safety Are Ongoing Concerns

Chapter 4: Case Studies

  • Littleton, Colo.: Using Netbooks to Improve Writing
  • Pulaski, Wis.: iPod Touches, Flexible and Inexpensive
  • Canby, Ore.: iPads, Toward 1:1 Computing
  • St. Marys, Ohio: Smartphones Become Integral to Classroom Life
  • Katy, Texas: Mixed Technology Implementation
  • Vail, Ariz.: Two 1:1 Mobile High Schools Lead the Effort
  • Eau Clair, Wis.: The Start-Up Phase
  • Forsyth County, Ga.: BYOT Program Takes Off ' Like Wildfire'
  • Dysart, Ga.: Early Days of BYOT

Chapter 5: Conclusions and Outlook

Appendix: Survey Response Detail

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