Handheld Learning - learning with mobile and ubiquitous technologies

As far as I can see the existing hardware and software available on most of the higher end PDAs and phone units already offer really exciting possibilities out of the box. We just need to have the confidence to give kids permission and space to use them in class. I would be really interested in pointers to creative activities anyone has set up, where students get to exercise their imagination through these technologies and see what happens....?

Can you explain about "Palm probes for data collection ?"  I've not seen these (I don't think so, anyway)
Thanks,
PeterB

Like Dan I am after exciting pointers to case studies that I can share with other teachers and advisers. I work mostly with senior decision makers and I am keen to collect examples of what happens when children are presented with innovatively resourced, open, creative, purposeful learning tasks. I can imagine all sorts of exciting things I would want to do if I knew everyone in my class had a camera, a microphone and a communication devise in their pocket, but sadly I do not have a class to play with anymore.

What about collaboratively collecting, constructing and projecting collaged photograpic images? or zapping ideas around to construct multidimensional 3D branching stories or poems? what about photographic treasure hunts or playground smart mobs? what about collecting ambient sounds and composing themed sound scapes?... I am less excited (in fact more than a bit concerned) by the potential for even more centralised control afforded by beaming more and more (inappropriate) content and instruction through these things.... Help me with some real examples of kids using them to liberate and generate new, unexpected ideas and practices ...

I do apologize for not responding to the discussions that followed my posting.  This portion of the forum must have been obscured.  No excuses, though. 

Concerning probes for data collection, Pasco makes some but Vernier makes them as well.  We use a motion sensor to gather information on speed during our physics unit as well as a volt meter for our energy unit.  There are also temperature probes and Ph testers that are put to use during various other units of study. 

Our class has experienced a simulated stock market crash and the children use their palms in a variety of ways.  They figure loan payments on property (using a loan calculation program) and also learn to make market decisions with a neat program called "Stock Trader."  The palms are used to journal their experience (a typical use), but they also buy items for daily consumption at the grocery store (and find the costs) with a program called "Palm Basket."  The technology is sophisticated enough that they may even be able to scan in items and get accurate prices from their local grocery store.  Spreadsheets help them keep track of their "money" as they buy and sell in our simulated economic world.

We just did a space exploration simulation where they were conjecturing whether we could live on other planets.  They found some really incredible programs that helped them as they explored the night sky and the planets.  Star Pilot, Planetarium, Sol System and Planets all brought the universe into view.    Night Sky lists and shows the constellations and gives detail about placement.  While many of these programs deal with stars, the students learned the difference between planets and stars and made great connections to what humans need in order to survive.

Just a few ideas...

Hi Andy,
As far as your request for a case study goes, teach534 and I wrote an article in Social Education last year that describes the stockmarket simulation. If you are interested you can email me and I can send you a copy of it (pdf file).
Mark