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Investigating distinctive pedagogies in mobile learning
PROCEEDINGS
Kearney Matthew, University of Technology, Sydney (UTS), Australia, Australia ; Kevin Burden, The University of Hull, United Kingdom
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This international study investigates how teachers are exploiting distinctive pedagogical features of mobile learning: collaboration, personalization and authenticity (Kearney, Schuck, Burden & Aubusson, 2012). The researchers developed a survey instrument based on these three established constructs, and used it to interrogate current mobile learning practices in school education. Findings indicated that teacher perceptions of authenticity were high but aspects of collaboration and student agency were rated lower than expected. Implications for effective use of handheld devices in teaching are addressed.
Citation
Matthew, K. & Burden, K. (2014). Investigating distinctive pedagogies in mobile learning. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1673-1680). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/131013/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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