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Estimated age of child Y: 10

Child X's mother way of dealing with X's playing around was to leave the library immediately. X's mother seems to also have instilled the responsibility of putting things where they come from in X.

The reading of the book seems to not only reliant on the attention span of the child but also the mother. If the the mother doesn't make an effort to keep the child interested, it is difficult for the child to focus.

It was interesting how Child X's mother decided to use the way of speaking most comfortable for her to explain the book to X instead of a more formal language. 

Child X is at the age when they are easily distracted. It seems like her mother decided to "read" the book to Child X instead the thick book due to the not only the amount of pages and the more colourful pictures to cope with the short attention span of her child

Estimated age of child X: 5

While it may be easy to think how mobile technologies will assimilate into the classrooms, it is largely difficult to predict how it will actually perform and how it will be received by the teachers and students. This is largely due to how complex mobile technology is and the different levels of acceptance of students and the teachers and even schools as a whole. Cases differ and to truly know how everybody will react it definitely needs an integration as a trial run

Classrooms are highly complex social situations, with the teachers needing to negotiate authority and meaning making with students, as well as the various social interactions between students themselves. Adding mobile technology might just complicate the situation of learning. Integrating complex technology with difficult to learn softwares will require students to spend addition time on learning how to operate softwares, which is different from the previous point on troubleshooting hardware. This means that designers have to design their softwares to be easier to learn and easier to use, essentially "intuitive" for the students.

Now that almost all the students are in possession of a phone of a relatively high processing capability. Schools are now able to save on the costs of upgrading and providing technology to the students, and they can now spend the additional money on providing a better learning environment for students. Schools however might need to provide strong and fast wifi connectivity to students, but that cost will not be as much as needing to pay for individual devices.

MOOC, or massively open online courses,are increasingly popular as a form of learning using web and even mobile devices to learn on the go. Itunes University provide users to download lectures and videos from schools. This projects for future learning to be through different online and mobile channels, however this does not replace actual learning in schools and the need to see physical objects or learning better. While there is a niche of MOOC, I think it is rather impossible to completely replace actual learning schools, but only as a complement to physical schools

Phones are an off-time device use for most students in school, even in Singapore. The increase possession of mobile phones will push for the mobile phones to be more acceptable in school, especially parents will demand for more connectivity with their child. With higher acceptance of mobile technology in school, it may pave the way for higher mobile technology use for learning

In my first point on digital equity, I talked about the mobile technologies being capable of reaching further geographically and help to reach to the economically disadvantaged communities. But nevertheless there is the problem of technology being invasive to certain economies and communities. In areas where there isn't even enough power and resources to power their daily light sources, the introduction of technology into such communities may prove to be detrimental to the communities, adding extra cost and load to the people on "luxury" goods, and the technology may very well end up to be useless to the community..

In the first post there were problems mentioned about the different types of choices and platforms available on the market making it difficult for the teachers to ensure a uniformed learning experience. Another point to add on would be how social challenges are now affecting the access the children has to technology, not only the technology itself. Only prevalent in the US, different company brandings will affect how their parents choose their technology companies to buy from, creating another factor resulting in differentiated access to technology.

In the text it was mentioned that as the teachers demand and provide feedback of the quality of the interactive technologies, it will bring about better iterations of the products. And as the qualities improve, the teachers will be able to focus less on using the technology for the class and hardware problems and focus more on matching the experiences of technological learning to each child. While we have not come to this point as our technology is continuing to change and to mutate into different other forms, it is very much true that the quality of our devices are improving as the years goes by, leaving the educators with lesser problems of troubleshooting and more time for teaching.

The schools are now being pressured to adopt technologies into the school curriculum, with more teachers from the technological generation joining the teaching workforce. This change may very well shift the perception of measurement-based thinking to a more constructivist learning approach with the advent of mobile technology encouraging the students to participate, explore and create. This is prevalent in the current ways of learning in NUS, in that we are increasingly employing mobile technologies to help with our work.

The text says that with mobile computing the definition of being "literate" will change as in the 21st century, literacy doesn't only involve proficiency with words, but also with the technology. This may mean several other problems such as a widening divide between the technological able and savvy and the children who are unable to afford for any. Another problem would be the shifting emphasis on theory and writing to how well they are able to use technology to gather information, which may prove detrimental to a child's learning. As of current, we are starting to see such problems arising in Singapore, such that the older generation who are technologically illiterate found it difficult to be employed and the younger generation relying more on their "googling" skills to complete their homework.

Field notes #5 For individuals eating alone in the canteen, they occupy a single table of four by themselves. There were single students looking for places to sit to have their meal, but they refuse to sit with unoccupied seats with students already there.