Mobile Technologies as a Catalyst for Pedagogic Innovation Within Teacher Education

Caldwell, Helen

doi:10.4018/ijmbl.2018040105

Cited by 15 publications

(7 citation statements)

References 27 publications

(19 reference statements)

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“…We recognise that interpretations of innovation, and the extent to which a practice is new or impactful, ultimately depends on one's perception and context (Caldwell, 2018). To address this issue before analysing the data in this study, the research team held numerous (10-15) lengthy discussions informed by relevant literature to reach consensus on our collective understanding of key concepts relevant to this paper, such as 'innovation' and 'disruption', and 'traditional' and 'progressive' practices.…”

Section: Limitationsmentioning

confidence: 99%

Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review

Burden

Kearney

Schuck

et al. 2019

Computers & Education

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Mobile learning and mobile pedagogies have recently enjoyed an increase in interest regarding their benefits and constraints for teaching and learning. This increased interest is due to the ubiquity of mobile devices, a term covering netbooks, laptops, smartphones, tablets and two-in-one devices. Mobile learning is the term applied to learning with such devices, and falls under the umbrella term of 'ubiquitous learning', a term that indicates the ability to learn with the device at a time, place and manner of individual choice: "Ubiquitous learning refers to the process in which learners can obtain the needed resources anytime and anywhere to carry out learning" (Chen, Yu, & Chiang, 2017, p. 127). Ubiquitous learning or u-learning emphasises the contextualised and situated learning that is provided by use of mobile devices (Pegrum, Oakley, & Faulkner, 2013).It is of interest to investigate how pedagogies might change as a result of using mobile devices for school learning. The term for pedagogies that use mobile devices as implicit parts of the learning design is 'mobile pedagogies'.The ability for learning to take place in a variety of places beyond the classroom and at a variety of times outside of the school timetable suggests a need to consider new teaching practices that embrace these opportunities (Authors, 2017Schuck, Kearney, & Burden, 2017Traxler, 2009). Mobile devices enable a whole suite of practices for school-aged students to engage with in out-of-school time. These practices include seamless interactions with people who may be geographically distant, sharing and creating of images and videos of common interest, and engaging in activities of interest to the user. The strong uptake of, and interest in, such practices by students indicates a gap between the way they are expected to operate in school and the way they engage out of school (Authors, 2018aSchuck, et al., 2017. In order to exploit student interest and capitalise on the characteristics and benefits of teaching and learning with mobile devices, teachers may need to review aspects of their current practices, schools may need to review their structures and policy makers may need to review the curriculum to be studied so that new ways of learning can be explored. At present, there is a general lack of understanding of how mobile devices are being used in education to develop new sorts of pedagogies that might enhance or disrupt the status quo. Given the opportunities to teach and Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review Kevin Burden a, *

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Section: Limitationsmentioning

confidence: 99%

Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review

Burden

Kearney

Schuck

et al. 2019

Computers & Education

View full text Add to dashboard Cite

show abstract

“…Interpretations of 'innovation', or the extent to which an idea or process is new or impactful, will ultimately depend on one's perception and context (Caldwell, 2018). Subsequently, some writers emphasise a 'frame of reference' (Moyle, 2010, p. 11) as critical to discussion of innovation.…”

Section: Innovation and Disruptionmentioning

confidence: 99%

Disrupting Education Using Smart Mobile Pedagogies

Kearney

Burden

Schuck

2018

Didactics of Smart Pedagogy

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As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by the use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted, and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling. In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement 'feasible disruptions'. Consequently, implications for teacher education are explored.

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“…This finding may indicate a gap in between how learning technologies are framed in the literature and how teaching staff adopt them. Technology adoption research seems to have a pro-technology tendency, framing technology as opportunities for improvement (Caldwell, 2018). Difficulties in engaging with technologies may be under-documented or assumed to be resolved through the provision of training and support.…”

Section: Lms Adoption As Performance Experiencesmentioning

confidence: 99%

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Liu

2022

ASRHE

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Research into the adoption of learning technologies has identified predictive factors of individual adoption. However, this research largely assumes technology adoption-as-use, which, I argue, is technology-centric and disregards the role of teachers and their teaching practice. Following a people-centred approach, I sought to focus on teachers’ experiences during technology adoption and in doing so contribute to the notion of adoption-as-process. I undertook interpretive phenomenology research, conducting semi-structured interviews with a group of seven academic teachers in a New Zealand university where a new learning management system (LMS) was implemented following an institutional-wide LMS review. I analysed the interview data using a reflexive thematic analysis method. The findings indicate that technology adoption is more than technology use; it is laden with emotional experiences, learning experiences, experiences of inability to perform and experiences of incongruence in the teaching space. To facilitate appropriate individual adoption, the study calls for future research to focus on adoption-as-process and institutional practice to address emotional responses, enable learning in safe and authentic environments, scaffold performance, and align existing policies and practices with new technologies.

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Mobile Technologies as a Catalyst for Pedagogic Innovation Within Teacher Education

Cited by 15 publications

References 27 publications

Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review

Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review

Disrupting Education Using Smart Mobile Pedagogies

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

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