Abstract of Assignments 1 & 2, 2017

Hi all,
I'm Tobias Yambe, a Master of Education student, and have a background in teaching English as ESL. I proudly undertook this course, 7131 EDN, Digital Culture, Games and Education which has enriched my knowledge about the digital world. I have obtained some skills through interactions in the online sessions, slack conversations and Wiki posts. I feel quite confident to take a different approach and tailor my pedagogical practices to suit the interactive and robust styles of learning environments in the 21st century.

Assignment 1 Abstract
Existing research studies have shown that integrating mobile phone as a learning tool in schools is valuable. However, upon critical analysis of its effects, it requires vigorous efforts in distinguishing between educational functions to that of facilitating social interactions (Watson and Duffield 2016) . Collaborative efforts are needed draw from educational software designers, parents, teachers and students to make mobile phone as an integral device that accelerates the study of English language. The mobile phones’ advantages such as accessibility, portability and applicability (context (Cavus & Ibrahim 2009, Saran, Cagiltay, & Seferoglu, 2008) constitute it as an appropriate device for developing economies such as that of Papua New Guinea (PNG).
PNG is a developing country that is struggling to cope with the changing technology. Its unfavourable landscape in the interior of mainland and scattered islands hinder easy access to telecommunication services. However, the introduction of mobile phones recently has been a “leapfrogging” experience for many Papua New Guineans. “Leapfrogging” according to Sanzogni and Arthur Gray (2006, 671) cited in Watson and Duffield (2016) is a sudden exposure and adaptation to new technology. Therefore, a professional resource for PNG primary and secondary school teachers is proposed to be designed and recommended for use basing on the findings of the research studies reviewed in the first assignment paper.

Assignment 2 Abstract
The contemporary styles of education posits that skills demanded for increasingly technological and changing workplace are not learned in schools or classroom confinement, rather are being learned through youths engagement in the virtual world (Beavis et al, 2009, 163). This scenario poses a great challenge for us, educators of children in this age to always be willing and heavily engage in improving our repertoire of knowledge and skills in our fields (Wegner 2008). Thus, in my second assignment of the course, I complied a resource particularly for PNG English teachers in lower secondary schools to use as a supportive material to tap into other resourceful sites that would assist them. Contextually, the English Language in PNG is regarded as the official medium in schools and employment areas,but the study of the language is interfered with speaking of the local vernaculars. There are more than eight hundred local languages that distort the study of specific elements of English such as the verb tenses.
With the sudden exposure and widespread usage of mobile devices in PNG, it is necessary to propose teaching English language, specifically with troublesome elements such as Verb Tenses in informal or non-institutional learning environments. This can be facilitated through mobile phone text messages as the most convenient method of interactions between teachers and students (Wood, Kemp and Waldron 2010). Mobile devices have functionalities like individual or group message that can be utilised. Although there are limitations like limited screen-size, inaccessibility, lack of knowledge in its operation and costly, the practice would bring overwhelming results.
The resource material in its initial stage has be trailed with PNG English teachers who are current postgraduate students of universities in Queensland. Their feedback have been remarkable, causing necessary changes to the content of the resource. In particular, the verb tenses is rule-bound, but drilling on rules is more on content English, which is less favoured in the current interactive and situational English learning. Thus teachers have to teach verb tenses by way of interacting with students through the technological mediums like mobile devices, that students are more engaged with. Ultimately, the resource with a complication of other source links seems a useful material that teachers will not regret accessing it.