Mobile Pedagogy and Perspectives on Teaching and Learning

McConatha, Douglas; Penny, Christian; Schugar, Jordan; Bolton, David

doi:10.4018/978-1-4666-4333-8

Cited by 9 publications

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“…Dal momento che tutti noi ormai navighiamo in un mare densamente ricco di informazioni digitali, e che da questo punto di vista probabilmente non ci sarà nessun ritorno al passato, si tratta di capire in quali condizioni, e per quali scopi, un lettore può trovare maggiori benefici dall'utilizzo di un medium di lettura Motivated, Adaptive, Resource-enriched, and Technology-embedded) Education Plan (2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014) in Corea, lo Smart Classroom Project (2002 in Australia, il FutureSchools a Singapore (2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015), l'Innovative School Concept for the Future (2007Future ( -2010 in Finlandia, la Manuels numériques via l' ENT (2009ENT ( -2010 in Francia, il National Education Technology Plan (2010 in America, il Future School Promotion Project (2010 in Giappone, il Movement of Enhancing Opportunities andImproving Technology Project (2011-2014) in Turchia (McConatha et al 2013).…”

Section: Introduzioneunclassified

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Nardi

2022

Studi E Saggi

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In the current media landscape, digital devices seem to undermine traditional learning and reading practices. Overwhelmed by cognitive overload and a flood of information stimuli, constantly busy scrolling through touch screens, today's readers often show a "distracted", hasty and “impatient” approach; they skim-read through text without in-depth comprehension, thus risking to miss out on the full understanding of meanings. Following the increased diffusion of digital reading, both inside and outside of schools, researchers are called upon to evaluate its strengths and weaknesses, prerogatives and risks. Do the new reading modalities restructure our cognitive habits and our thinking? Is it better to read on paper or through digital texts? Does online reading require new competencies and skills? How can we teach students to read “critically” on the screen? These are just some of the questions which this volume will try to answer, benefiting from the contribution of various branches of knowledge ranging from pedagogy to media studies, from cognitive psychology to neuroscience; standing in between the two opposing views of the "myth of superficiality" and the "myth of depth", and avoiding both uncritical optimism regarding the present and nostalgic idealization of a past forever lost.

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Section: Introduzioneunclassified

Il lettore 'distratto'

Nardi

2022

Studi E Saggi

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Exploring Tools to Promote Teacher Efficacy with mLearning

Power

Cristol

Gimbert

2014

Mobile as a Mainstream – Towards Future Challenges in Mobile Learning

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Adoption of mobile library apps as learning tools in higher education: a tale between Hong Kong and Japan

Yip¹,

Lo²,

et al. 2020

OIR

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PurposeThe purpose of this study is to examine students' perception of mobile technology adoption for library service apps as a lens to explore the factors affecting mobile learning in higher education.Design/methodology/approachWith the data collected from university students from Hong Kong and Japan, the authors conducted a comparative study for gaining a better understanding of students' perceptions toward adopting mobile apps as learning tools and other socio-cultural factors affecting such adoption. In particular, the authors derive alternative models from our analysis (benchmarked on technology acceptance model and unified theory of acceptance and use of technology) for a better explanation of the formation of the intentions, and, more importantly, cultural factors would affect such formation, as informed by the Hofstede Cultural Dimensions.FindingsThe findings are valuable for enhancing the effectiveness and adoption of mobile services for teaching and learning purposes in the context of higher education, as the focus of promotion of services should be tailored to the different student expectations in different regions, e.g. mainly performance expectancy in Japan versus in Hong Kong facilitating condition, performance expectancy and perceived usefulness altogether.Originality/valueDefined as contributing to the development of learning assistance, mobile technology for library use and information access have become a significant issue raised in many higher educational institutions over the world, as the characteristics of mobile technology, such as portability and mobility, strengthen its possible use in education. However, scant research has been done in understanding the perception of mobile library use and factors affecting the behavioral intentions through the use of mobile technologies in Hong Kong and most Asian countries have not been sufficiently studied.

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Mobile Pedagogy and Perspectives on Teaching and Learning

Cited by 9 publications

References 0 publications

Il lettore 'distratto'

Il lettore 'distratto'

Exploring Tools to Promote Teacher Efficacy with mLearning

Adoption of mobile library apps as learning tools in higher education: a tale between Hong Kong and Japan

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