Issue No. 01 - January-March (2010 vol. 3)
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/TLT.2009.47
Don Passey , Lancaster University, Lancaster
Evidence from a range of studies indicates the potential that mobile technologies have to support important aspects of learning. However, it is clear from a number of study findings offering evidence about implementation approaches that developing relevant uses of mobile technologies to support learning is not concerned just with appropriateness of learner techniques or pedagogical approaches, but also with developing wider cultural acceptance and involvement in the contexts in which learning is supported. This paper will present an argument that implementing activities involving mobile technologies that offer benefits to learning requires an adoption of approaches and factors at a wide systemic level. Learning activities using mobile technologies can (and should) occur within learning settings that constitute the foundation of a wide system, including both home and school (informal to formal) elements. An implementation framework is proposed that accommodates appropriate practices within this wide context. It highlights the need for cultural and political factors to be involved at earlier as well as later implementation stages if wide success is to be accomplished.
Mobile and personal devices, nomadic learning environments, social networking, social learning techniques, implementation.
D. Passey, "Mobile Learning in School Contexts: Can Teachers Alone Make It Happen?," in IEEE Transactions on Learning Technologies, vol. 3, no. , pp. 68-81, 2009.