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mLearning in a New Zealand Secondary School: A Case Study
PROCEEDINGS

, University of Waikato, New Zealand

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Four secondary school classroom teachers across a range of subjects experimented with a range of mobile devices during a brief Ministry of Education-funded project in 2010, to understand: how teachers use various mobile technologies for learning, what benefits emerge to support learning. Data collection occurred via interviews (29 students, 4 staff) and classroom observations. Data were analysed thematically. Findings included: the importance of the IT Director’s pedagogical knowledge to support learning; students’ improved engagement and participation in learning when mobile devices were used; their desire to use these tools regularly to support their learning; the crucial value of the trial teachers’ pedagogical experience in experimenting with new tools. This last finding suggests that teachers of more than 10 years' practice are likely to be most comfortable with coping with the potential destabilising effects of introducing unfamiliar/untried tools to a classroom setting.

Citation

Wright, N. (2011). mLearning in a New Zealand Secondary School: A Case Study. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 895-900). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved May 18, 2021 from .