ql-align-justify">In an age where technology is inseparable from daily life, the concept of ubiquitous computing offers a transformative lens through which we can reinvent ourselves in the nature of education itself. The idea that computing is embedded everywhere in our everyday lives—not just on desktops, but in phones, wearable devices, smart TVs, and even appliances. Learning takes place anywhere, at any time, and even outside of the classroom. There are always gadgets around. According to a study, ubiquitous computing aims to improve teaching methods that use constructivist-supported, student-centered, and project-based modalities (Deloatch et al., 2014). Ubiquitous computing in education is a highly helpful method since it provides teachers and students with access to technology. Seeing that technology is always available, rather than being used for learning. Giving teachers and students access to technology could assist them in navigating the learning process and generating new knowledge (Karen Swan, 2007).

In line with ubiquitous computing principles is the flipped classroom, which has become synonymous with active learning. Harvard University defines a flipped classroom as one in which lectures are not given during class time. Rather, students are exposed to material prior to class, which frees up class time for higher-order thinking. The flipped classroom has many benefits for the teacher and student; the first is that it is flexible. Students can learn at their own pace, and they are the ones responsible for their own learning; students are also able to collaborate more effectively with each other. An example of this is where the teacher becomes a facilitator rather than a lecturer.

Similar to a flipped classroom is virtual school; however, in virtual school, it offers an online modality where students attend classes, interact with teachers, and complete assignments entirely through digital platforms. Examples of virtual schools include K12.com and various state-run virtual academies in the US. All of these ubiquitous learning highlights the transformation of learning from traditional to accelerated learning in the digital age.

REFERENCES:

Flipped Classrooms | The Derek Bok Center for Teaching and Learning. (n.d.). https://bokcenter.harvard.edu/flipped-classrooms

Deloatch, D., Hendron, J., Kim, A., & Tolliver, S. (2014). Ubiquitous Computing in Schools: A Multi-Case Study of 1:1 Districts. Ubiquitous Computing in Schools, Version 1.9—CPED Edition.

Swan, K. (2014). Ubiquitous computing in education: Invisible technology, visible impact. Ui-springfield. https://www.academia.edu/2738575/Ubiquitous_computing_in_education_Invisible_technology_visible_impact

LEARNING ANYTIME, ANYWHERE: UBIQUITOUS COMPUTING, FLIPPED CLASSROOM, VIRTUAL SCHOOLS