Exploring mobile learning in the Third Space

Schuck, Sandy; Kearney, Matthew; Burden, Kevin

doi:10.1080/1475939x.2016.1230555

Cited by 89 publications

(54 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…PSTs exploited the portability of their m-devices to choose where and when to engage in their PLNs, akin to practising teachers in the study by Trust et al (2016) who appreciated the "anytime, anywhere availability" of their PLNs (p. 15). They participated in these activities in the 'in-between' times and places-both formal and informal, physical and virtual-that are characteristic of mobile learning (Schuck, Kearney, & Burden, 2017). They controlled what apps they used and what connections they made through these apps, and they customised their apps to tailor their learning to their own preferred ways of working.…”

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Kearney

Maher

2019

AJET

Self Cite

View full text Add to dashboard Cite

Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers' professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

show abstract

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Kearney

Maher

2019

AJET

Self Cite

View full text Add to dashboard Cite

show abstract

“…The ownership of portable devices in universities also triggers the development of mobile technology application in higher education. Mobile learning (m‐learning) has been increasingly incorporated into formal classroom delivery in various universities (Schuck, Kearney, & Burden, ). The modes and effects of mobile learning have been examined in the context of higher education (Alexander, ; Gulbahar, Jacobs, & Konig, ).…”

mentioning

confidence: 99%

Mobile technology affordance and its social implications: A case of “Rain Classroom”

Li¹,

Song²

2017

Brit J Educational Tech

View full text Add to dashboard Cite

This paper proposed the affordance approach of material, affective and social dimensions so as to explore the learners’ engagement and disposition to share of using mobile learning technology. The participants in this study were graduate‐level engineering students (N = 387) from a research university in People's Republic of China. “Rain Classroom” in this case referred to the newly developed built‐in mobile application in China facilitating the didactic practice both synchronously and asynchronously in class. Two surveys were issued to both groups before and after the 14‐week long experiment. All the data were input into SPSS 16.0 and examined in descriptive statistics and independent samples t‐test. The results showed that the group exposed to Rain Classroom had a positive attitude towards the mobile technology tool. Also, the same test group obtained statistically higher scores than the control group in both learning engagement and their willingness to continue and share the learning experience. The study implies that what the mobile learning technology affords has produced positive impact on teachers, students and institutions in terms of curriculum design, learning activities and policy making towards improving academic quality. Future work could focus on comparing learning effects with different time duration and learning intensity. It might also extend to participants from different educational background.

show abstract

“…Smartphone sangat membantu semua orang mulai dari mempermudah pekerjaan, alat komunikasi, alat tracking inventori pada laboratorium komputer menggunakan NFC/RFID (Hamzah & Purwati, 2017), media pembelajaran (Shuib, 2015). Bahkan mobile learning atau smartphone memberi kesempatan untuk memahami pembelajaran di abad ke 21 dengan cara baru, dengan cara menajawab tantangan konseptualisasi dengan memanfaatkan ide dari pragmatis dan perspektif sociocultural (Shuck, 2016;Jaldemark, 2013).…”

Section: Pendahuluanunclassified

Perancangan Media Pembelajaran Listrik Statis dan Dinamis Berbasis Android

et al. 2018

View full text Add to dashboard Cite

This study discusses about design of static electricity and dynamic electricity learning media based on Android. designed learning media containing static and dynamic electrical materials that are abstract and not visible to see. The material is described in real and easily understood by learners. The method used in the design of learning media is SDLC (System Development Life Cycle) Waterfall model. And the design model of learning media using UML (Unified Modeling Language) with Use case diagram, flowchart and then developed using Adobe Flash CS6 tool. The results of this study indicate that the learning tool of static and dynamic electricity based on android easy to use for learners and teachers in the learning process. ABSTRAKPenelitian ini membahas tentang perancangan media pembelajaran listrik statis dan dinamis berbasis android. Media pembelajaran yang dirancang berisi materi listrik statis dan dinamis yang bersifat abstrak dan tidak bisa dilihat secara kasat mata. Materi tersebut digambarkan secara nyata dan mudah dipahami oleh perserta didik. Metode yang digunakan dalam perancangan media pemebelajaran adalah SDLC (System Development Life Cycle) Waterfall. Perancangan media pembelajaran menggunakan proses UML (Unified Modelling Language) dengan Use case diagram, flowchart dan selanjutnya dikembangkan menggunakan tool Adobe Flash CS6. Hasil penelitian menunjukkan bahwa media pembelajaran listrik statis dan dinamis berbasis android mudah digunakan bagi peserta didik dan guru dalam proses pembelajaran.

show abstract

Exploring mobile learning in the Third Space

Cited by 89 publications

References 44 publications

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Mobile technology affordance and its social implications: A case of “Rain Classroom”

Perancangan Media Pembelajaran Listrik Statis dan Dinamis Berbasis Android

Contact Info

Product

Resources

About