Viewing Mobile Learning from a Pedagogical Perspective

Autor/inn/en	Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter
Titel	Viewing Mobile Learning from a Pedagogical Perspective
Quelle	In: Research in Learning Technology, 20 (2012) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.3402/rlt.v20i0/14406
Schlagwörter	Foreign Countries; Educational Technology; Electronic Learning; Handheld Devices; Web 2.0 Technologies; Computer Mediated Communication; Instructional Effectiveness; Student Teachers; Preservice Teacher Education; Teacher Educators; Program Descriptions; Beginning Teachers; Communities of Practice; Learning Theories; Instructional Design; Computer Assisted Instruction; Distance Education; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Computerkonferenz; Unterrichtserfolg; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Junior teacher; Junglehrer; Community; Learning theory; Lerntheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Distance study; Distance learning; Fernunterricht; Australien; Großbritannien
Abstract	Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: "Mobagogy", a project in which faculty staff in an Australian university developed understanding of mobile learning; and "The Bird in the Hand Project", which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective. (Contains 6 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10