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Affordances of New Mobile Technologies: Promoting Learner Agency, Autonomy, and Self-regulated Learning

, University of Alberta, Canada

Journal of Interactive Learning Research Volume 29, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This article examines the complexity of the affordances that mobile technologies offer in the K-12 educational context. It builds on an ecological perspective (Mercer, 2012; van Lier, 2008) informed by theories of dynamic systems and complexity (Larsen-Freeman & Cameron, 2008) to explore the concept of affordance as a complex and dynamic system. The article is based on data that are part of larger inquiry project regarding the use of iPods and iPads by young language learners in K-12 French Immersion classrooms. The findings indicated the concept of affordance involves interplay between the technological affordances of the mobile devices; the learning environment, which includes the physical and social space as well as the pedagogical practices endorsed; and the learners’ physical, social, cognitive, and metacognitive behaviors. The article is intended to provoke a paradigm shift in perceptions of the affordances of mobile technologies and their impacts on the learning process in the K-12 educational context. More specifically, it argues physical affordances of the mobile devices, by themselves, do not transform the nature of learning or the learning process.

Citation

Pellerin, M. (2018). Affordances of New Mobile Technologies: Promoting Learner Agency, Autonomy, and Self-regulated Learning. Journal of Interactive Learning Research, 29(3), 343-358. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .