Viewing Mobile Learning from a Pedagogical Perspective

By M. Kearney, S. Schuck, K. Burden, Peter Aubusson. 2012

658 citations recorded by the source corpus.

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. Keywords: mobile learning; pedagogy; socio-cultural theory; framework; pedagogical features (Published: 3 February 2012) Citation: Research in Learning Technology 2012, 20 : 14406 - DOI: 10.3402/rlt.v20i0/14406

Subfields: Education, Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/23c0075d44540462aa3a3be56d61cb24d2f56f5b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Evrim Baran
2. Louis Major
3. Sara Hennessy

In Information Systems

1. B. Haßler
2. Evrim Baran
3. Louis Major
4. Sara Hennessy

In Sociology and Political Science

1. Evrim Baran

Citations in the corpus

• Tablet use in schools: a critical review of the evidence for learning outcomes (2016, background): “A range of different mobile devices has been used educationally (Kearney et al., 2012; Frohberg, 2009; Naismith et al., 2004; Traxler, 2010), and includes devices such as specialised handheld devices such as data loggers, phones and smartphones, low-power computers such as the Raspberry Pi1, as well”
• A Review of Research on Mobile Learning in Teacher Education (2014, methodology): “Kearney et al. (2012), using m-learning and socio-cultural theory, identified three distinctive features of m-learning: authenticity, collaboration, and personalization.”