The iPAC Scale: A Survey to Measure Distinctive Mobile Pedagogies

Kearney, Matthew; Burke, Paul F.; Schuck, Sandy

doi:10.1007/s11528-019-00414-1

Cited by 13 publications

(6 citation statements)

References 24 publications

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“…The results of the Australian scientists' research: Kearney M., Burke P. F. and Schuck S. have provided a model that has emerged from the analysis with respect to each of the primary and secondary dimensions of pedagogical practice of mobile learning applications. This research confirms the relevance of the application of mobile technologies in the development of students' information competence [9]. It should be noted that the process of implementing mobile learning must be consistent with the current stage of development of the economy and society as a whole.…”

Section: Introductionsupporting

confidence: 80%

Role of Mobile Applications in the Formation of Information Competence of Students

Kerimbaev¹,

Garvanov²,

Tkach³

2021

BTOUP

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This article deals with the topical issue for modern education about the role of mobile technologies in the formation of students’ information competence. The aim of the article is to consider the main trends in the formation of students’ information competence using mobile technologies in the learning process. The authors of the article give the concept of mobile learning, analyze its advantages and disadvantages. In this paper, mobile applications are considered as a tool for shaping information competence of students. Developed in the study mobile application «TopTaskerGeo» confirms the relevance of introducing mobile technologies in the learning process in order to informatize the educational environment and determines the effectiveness of mobile learning methods in the formation of informational competence of students. According to the survey conducted by the authors, there is an increase in students’ interest in mobile learning and information competence. Despite the fact that there is a small proportion of surveyed students who do not accept innovations and prefer traditional teaching methods, lessons using the mobile application «TopTaskerGeo» are interactive and contribute to the rapid development of information and communication skills. The value of this study is the development and implementation of the mobile application «TopTaskerGeo» in the education system in the study of academic disciplines.

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Section: Introductionsupporting

confidence: 80%

Role of Mobile Applications in the Formation of Information Competence of Students

Kerimbaev¹,

Garvanov²,

Tkach³

2021

BTOUP

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“…Central to research discussed in this article, is the iPAC mobile pedagogical framework (Burden & Kearney, 2018;Kearney et al, 2012;Kearney et al, 2019;Kearney, Burden, Schuck, Burke, & Aubusson, 2020), which was developed to capture signature pedagogies adopted when using mobile technologies for teaching. The framework is underpinned by socio-cultural theory.…”

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confidence: 99%

Improving mobile learning in secondary mathematics and science: Listening to students

Burke

Kearney

Schuck

et al. 2021

Computer Assisted Learning

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Background: Mobile learning studies often focus on teachers' perspectives. This study instead considers students' experiences of learning with mobile devices (i.e., mlearning) in secondary school mathematics and science.Objectives: The research aims to describe the m-learning experiences of secondary mathematics and science students, and to determine the extent to which distinctive pedagogical dimensions impact students' perceived learning.Methods: A survey instrument using the iPAC mobile pedagogical framework as a theoretical lens is developed and validated. This framework highlights three pedagogical dimensions: personalization, authenticity, and collaboration. Structural equation modelling is used to investigate how each dimension predicts students' perceived improvement in learning, whilst accounting for usage context, among a sample of students in schools where mobile devices are used extensively.Results and Conclusions: Students were in agreement that personalization was a characteristic of their m-learning experiences, but authentic and collaborative learning were not as strongly featured. M-learning activities fostering personalization were most important for improving perceived learning; authenticity and collaboration were also significant, but no differences in perceived learning improvement due to location were found. Authentic m-learning and perceived improvement in learning with mobile devices were significantly higher in science than mathematics subjects.Implications: When teachers design m-learning tasks that enhance personalization, collaboration, and authenticity, students are predicted to perceive improvements in their learning. The findings suggest that teachers should consider designing technology-enhanced tasks that improve students' experiences of collaborative and authentic learning, particularly in mathematics for greatest gains in students' perceived improvement in learning.

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“…A mobile learning approach -one that makes use of mobile devices -is an area ripe for application and research in the context of remote learning (Ismail et al, 2013;Kearney et al, 2019). Mobile devices provide a rich set of communication, documentation, and learning functionality through cameras, microphones and apps, and when incorporated creatively can provide students with authentic learning experiences, and an enhanced sense of agency.…”

Section: Appendix a Pedagogical Models For Remote Learning Mobile Leamentioning

confidence: 99%

“…"A mobile pedagogy is a pedagogy which employs the characteristics and affordances of mobile devices to enhance learning" (Burden et al, 2019, p.159). Table 1 shows a framework designed to describe mobile learning from a pedagogical perspective (cited in Kearney et al, 2019). In an extensive systematic literature review, and then through a best/worst survey, researchers have identified a set of 21 pedagogical principles underpinning mobile learning activities.…”

Section: Appendix a Pedagogical Models For Remote Learning Mobile Leamentioning

confidence: 99%

Remote learning. Rapid Literature Review

Cowden¹,

Mitchell²,

Taylor-Guy³

2020

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Rapid Literature Review 2. INTRODUCTION This rapid literature review identifies effective practice in remote learning and synthesises key evidence relevant to education in Australia during the 2020 COVID-19 pandemic. It draws upon bodies of literature about education in emergencies, access and equity, distance education, blended learning, and quality teaching and learning using technology. The focus is primarily on Kindergarten to Year 12 schooling in Australia. Although large-scale remote learning has never been experienced before, it is possible to identify effective practice by using robust studies from non-pandemic-related literature. These insights can be considered in light of emergent literature, commentary in academic media and in journals, and information published on educational, government, and professional websites. The literature firstly examines education in emergencies, as this underpins the initial crisis approaches and preparedness for the shift to remote learning. The research in this area has a strong focus on implications for wellbeing. The review is then organised into sections that align with the four key themes identified in the literature: °Q uality teaching and learning °T echnology in education °C ontext is important °T he home learning environment. Pedagogical models and frameworks examined in the literature are presented and discussed in Appendix A. The structure of this review assists in providing clearer navigation of the complex learning contexts experienced by schools and families during this pandemic. Through this lens, schools and education sectors can reflect upon their response, how they might be best prepared for ongoing and future situations, and how schooling might be improved. 2.1 Definitions A wide body of literature from the past two decades has guided the way that learning is discussed across school and non-school settings. This is with or without the use of technology. Emergency remote teaching (ERT) is the definition best used to describe the approach to remote teaching and learning during the pandemic. It is a "temporary shift of instructional delivery" due to crisis circumstances (Hodges et al., 2020, n.p.). The differences between emergency remote teaching and well-planned online learning are discussed by Hodges et al., (2020), who make the important point that emergency remote teaching is a rapid approach that is unable to make full use of quality online learning design approaches (Hodges et al., 2020). Other definitions used in this review are located after the conclusion.

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The iPAC Scale: A Survey to Measure Distinctive Mobile Pedagogies

Cited by 13 publications

References 24 publications

Role of Mobile Applications in the Formation of Information Competence of Students

Role of Mobile Applications in the Formation of Information Competence of Students

Improving mobile learning in secondary mathematics and science: Listening to students

Remote learning. Rapid Literature Review

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