Research on Teacher's Role of Mobile Pedagogy Guided by the Zone of Proximal Development

Between traditional and mobile language learning

“…A number of researchers point out to a disconnect between the world of education and the mobile technology that learners interact with mostly beyond the classrooms and lecture halls (e.g. Walsh 2010;Kukulska-Hulme et al 2015;Jie et al 2020), while also identifying a lack of new pedagogical frameworks that could guide educational endeavours for integration of mobile learning (henceforth mLearning) into the curricula (e. g. Sharples 2006;Bernacki et al 2020). From recent research into mobile pedagogy, it has also become clear that education in the mobile age cannot replace formal education; rather it can offer a way to extend, support and scaffold learning outside the classroom (Mutiaraningrum and Nugroh 2021).…”

The Impact of Screen Time and Mobile Dependency on Cognition, Socialization and Behaviour Among Early Childhood Students During the Covid Pandemic- Perception of the Parents

“…During the pre-covid era, the digital screen time was restricted to the students and the in-depth study were fully based on the traditional models of pen and paper at home. The schools were emerging with technology-enabled models that combine the traditional lecturing pedagogy supported through audio-visual and digital facilitation (Jie, Sunze, & Puteh, 2020;. The digital native students have readily incorporated these learning systems that could even extend the learning process beyond the physical classrooms and the school hours.…”

“…The studies on Jean Piaget's sensorimotor stage affirms that young children aged less than 3 years learn the surrounding world by imitation of the parents and siblings (Radesky & Christakis, 2016). The emotional development theories of Erik Erikson and the moral development concept of Lawrence Kohlberg highlight the need for parental intervention during the early childhood learning process (Jie, Sunze, & Puteh, 2020;Radesky & Christakis, 2016). The learning attentional balance and symbolic thinking skills of the young students are at the utmost immature levels and it became a very hard task for the infants of this age to transfer the learning of the 2D screen to real-life situations (Bigorra, Garolera, Guijarro, & Hervás, 2016).…”

“…The presence of the adult figure is essential for cherishing the zone of proximal development of the children. The role of the adult figure is to read and understand the vague nonverbal clues and contingently responds to them (Bigorra et al, 2016;Jie, Sunze, & Puteh, 2020;Radesky & Christakis, 2016). The excessive screen exposure to the young students distorts their natural learning priorities and subsequently builds internal inconsistencies stress due to their failure to reconcile the multiple dimensions of the virtual and real-world realities (Joseph & Thomas, 2020;McDaniel & Radesky, 2018;Webster, Martin, & Staiano, 2019).…”

“…Digital screen-based gadgets are integrated into the quotidian learning process for providing a seamless interactive learning involvement to the students Limone & Toto, 2021). The learning technology infiltration is readily welcomed even before the initiation of formal education and fascinates students of all ages (Jie, Sunze, & Puteh, 2020). The studies on prolonged digital screen exposure and its impact on psychomotor and socio-cognitive dimensions of the learners have affirmed the need for balanced screen time for the students (Anderson & Subrahmanyam, 2017).…”