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Investigating distinctive pedagogies in mobile learning
PROCEEDINGS

, University of Technology, Sydney (UTS), Australia, Australia ; , The University of Hull, United Kingdom

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This international study investigates how teachers are exploiting distinctive pedagogical features of mobile learning: collaboration, personalization and authenticity (Kearney, Schuck, Burden & Aubusson, 2012). The researchers developed a survey instrument based on these three established constructs, and used it to interrogate current mobile learning practices in school education. Findings indicated that teacher perceptions of authenticity were high but aspects of collaboration and student agency were rated lower than expected. Implications for effective use of handheld devices in teaching are addressed.

Citation

Matthew, K. & Burden, K. (2014). Investigating distinctive pedagogies in mobile learning. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1673-1680). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 3, 2020 from .

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