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Using location-aware technology for learning Geography in a real digital space outside the classroom.
ARTICLE

, , School of Education, Queen's University Belfast, United Kingdom

Journal of Educational Multimedia and Hypermedia Volume 22, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

** Invited as a paper from SITE 2012 **

The use of new mobile technologies is still in its infancy in many secondary schools and there is limited evidence of the educational and pedagogical benefits on pupils’ learning in the formal school context. This qualitative study focuses on the use of handheld devices to teach a topic in geography to an examination class. Action research combined with pupil observations and focus group interviews are used to capture the pupils’ experiences of using mediascapes. Activity Theory is used as a lens to structure the analysis of the data and to report on the cognitive and affective impact of m-learning on pupils’ academic performance in the topic. Increased attainment and the development of wider skills for lifelong learning were identified in the study. The adaptability of the majority of pupils to the technology resulted in increased levels of willingness to learn in this novel context.

Citation

Cowan, P. & Butler, R. (2013). Using location-aware technology for learning Geography in a real digital space outside the classroom. Journal of Educational Multimedia and Hypermedia, 22(3), 243-272. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 25, 2020 from .