Keynote paper: Unlocking the learning value of wireless mobile devices

By Jeremy Roschelle. Journal of Computer Assisted Learning, 2003

602 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/78a551b5f7dda608e2242ea1ca0dcc5e86b69fd6

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion, Benefits, and Barriers (2013, background): “Classroom response systems (CRS) are beneficial for assessment, can enrich classroom discussion, and provide anonymous, fast-response collection (Roschelle, 2004).”
One-to-One Technology-Enhanced Learning: an Opportunity for Global Research Collaboration (2006, background): “Further simple wireless and mobile technologies” (Roschelle, 2003).”
Mobile learning with a mobile game: design and motivational effects (2005, background): “This research can be technology driven, such as the idea to broadcast a lecture on the cellphone (Lehner & Nösekabel 2003) or it can be pedagogically driven, such supporting students’ field data collection with mobile devices (Roschelle 2003).”
Leveraging mobile technology for sustainable seamless learning: a research agenda (2010, background): “For instance, instead of sitting in front of a desktop computer and watching a video simulation, students with mobile devices can go out to the field, directly and physically explore our world, and share their experiences with others (Colella, 2000; Roschelle, 2003; Squire & Klopfer, 2007).”
Literature Review in Mobile Technologies and Learning (2004, background): “Roschelle (2003) reports the following benefits for classroom response systems: • Formative assessment/peer feedback and the benefit of anonymity: students can see that others share their own misconceptions, but this information is anonymous, which means there is no potential loss from answering…”
Using short message service to encourage interactivity in the classroom (2006, background): “Allowing the use of primarily social technology such as instant messaging or mobile phones can focus student attention away from the classroom (Roschelle, 2003), acting as an ‘intruder’ and removing the lecturer’s centrality in communication (Mifsud, 2002).”
Designing collaborative, constructionist and contextual applications for handheld devices (2006, background): “Roschelle discriminates solely upon activity claiming that instances of the three main types, classroom response systems, participatory simulations and collaborative data gathering, have been implemented many times (Roschelle, 2003).”
What seams do we remove in mobile-assisted seamless learning? A critical review of the literature (2011, unknown): “From the literature on classifications of mobile learning, we observe a variety of classification frameworks being developed – from technical-oriented (Roschelle, 2003; Song, 2007) Please cite: Wong, L.-H., & Looi, C.-K. (2011).”
Elucidating user behavior of mobile learning: A perspective of the extended technology acceptance model (2007, background): “…learning activities, including to search for knowledge, participate in discussion groups and access informational contents online The Electronic Library Vol. 25 No. 5, 2007 pp. 585-598 q Emerald Group Publishing Limited 0264-0473 DOI 10.1108/02640470710829569 (Chang et al., 2003; Roschelle, 2003).”
Investigating learner preparedness for and usage patterns of mobile learning (2008, background): “…are enthusiastic about using mobile technologies, believing that providing means for learners to study “anytime, anywhere” will encourage more frequent and integral use of learning technologies as opposed to the more occasional use generally associated with computer laboratories (Roschelle, 2003).”
Computer-Assisted Language Learning: Conclusion (2012, unknown): “As the brief discussion above alludes to, mobile technologies have the potential to enable a transition from the occasional supplemental use associated with computer labs to frequent and integral use (Roschelle, 2003).”
Mobile Learning projects - a critical analysis of the state of the art (2009, methodology): “…based on a systematic review of publications from: MLearn 2002, 2003, 2004, 2005, © 2009 Blackwell Publishing Ltd 2006, 2007; WMUTE 2002, 2004, 2005, 2006;30 IADIS Mobile Learning 2005, 2006, 2007; and three state-ofthe-art-articles by Naismith et al. (2005a), Roschelle (2003) and Trifonova (2003).”
EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips (2013, background): “…of probeware and enhances its affordances by decreasing cognitive load associated with data collection and interpretation, and increasing collaboration among students (Roschelle, 2003; Tatar, Roschelle, Vahey & Penuel, 2003; Rogers & Price, 2008; Zhang, Looi, Seow, Chia, Wong, Chen et al., 2010).”