Harnessing Smartphones for Ecological Education, Research, and Outreach

Abstract

Mobile phones equipped with PC-like operating systems, GPS, internet connectivity, cameras, and video capabilities (e.g., smartphones) are used by 49% of Americans between the ages of 18 and 24 (Smith 2011). Immersed in digital technology from early childhood, members of this " Millennial Generation " are often frustrated with the passivity and isolation inherent in traditional forms of teaching (Chodorow 1996, Lieberman and Mace 2010). To meet the pedagogical challenges these students present, faculty are increasingly encouraged to emphasize group-based learning and incorporate technology in the classroom to better engage students and enhance learning (Chodorow 1996, Jonas-Dwyer and Pospisil 2004). Courses in environmental biology provide a unique opportunity to complement traditional course activities with smartphone-based experiential learning. Many university campuses—even urban ones—have arboreta, are landscaped with native flora, or are near parks. To show how teachers can take advantage of these resources for teaching with smartphones, our graduate course in plant–animal interactions created an application (app) for identifying trees on the University of Florida campus. This app includes information on the animals with which these trees interact, a glossary, quizzes, and maps of