Conceptual tools for planning for the wireless classroom

Wireless and mobile devices are beginning to offer stunning new technical capabilities for collaborative learning. Yet, researchers in this field must recognise the importance of complementing these technical advances with improved understanding of the patterns of classroom activity that most need support. The approach taken in the work reported in this paper has been to create conceptual tools that help thinking and talking about technology‐supported collaborative learning. A particularly powerful tool is Collaborative Design Patterns, which captures common learning situations and benefits in written form. This paper uses four classroom scenarios to describe eight patterns. These patterns fall into two categories: whole‐activity patterns, which suggest ways to organise one or more class periods, and smaller‐grained support patterns.