As neither the technology nor the uses are static, exploring practices and policies that underpin this quickly shifting mobile technology context is crucial for ensuring its intelligent, purposeful, and equitable use. This edited book provides a venue for researchers to share their work on mobile learning with a focus on uses for mobiles in informal settings and PK-20 classrooms, language learning, mobile gaming, leadership and policy issues, and what mobile learning in the future may be. It assists researchers and educators to consider and answer questions such as: What is “mobile learning” today? How can mobiles be used to enable learning? How is mobile learning crossing or connecting economic, social, and/or cultural sectors? How do specific cultural practices with media influence mobile learning (e.g., youth practices, educator practices, parent practices, community practices)? What are policy and leadership implications in supporting mobile learning? What policies, practices, and/or pedagogical approaches are necessary to move forward with mobiles in schools or universities? In what ways is mobile learning impacting education; including how students learn and teachers teach? What will/ should/might mobile learning look like in the future?
There can be no doubt that mobile technologies are here to stay. Global mobile traffic grew 74 percent in 2015 alone, with 563 million devices and connections added -- most of them tablets and Smartphones. This growth has been 4000-fold in the past 10 years and 400 million-fold in the past 15 years (Cisco, 2016). Mobile technologies permeate the lives of 21st century citizens as mainstays of organizational and institutional day-to-day operations, commerce, and communication and as tools used to support individuals' personal, social, and career responsibilities. In both the corporate and educational worlds, e- and m-learning and marketing with mobile technologies are moving forward at breakneck speed with, in many cases, a blurring of traditional sector boundaries.As neither the technology nor the uses are static, exploring practices and policies that underpin this quickly shifting mobile technology context is crucial for ensuring its intelligent, purposeful, and equitable use. This edited book provides a venue for researchers to share their work on mobile learning with a focus on uses for mobiles in informal settings and PK-20 classrooms, language learning, mobile gaming, leadership and policy issues, and what mobile learning in the future may be. It assists researchers and educators to consider and answer questions such as: What is "e;mobile learning"e; today? How can mobiles be used to enable learning? How is mobile learning crossing or connecting economic, social, and/or cultural sectors? How do specific cultural practices with media influence mobile learning (e.g., youth practices, educator practices, parent practices, community practices)? What are policy and leadership implications in supporting mobile learning? What policies, practices, and/or pedagogical approaches are necessary to move forward with mobiles in schools or universities? In what ways is mobile learning impacting education; including how students learn and teachers teach? What will/ should/might mobile learning look like in the future?
Front Cover 1
Mobile Learning 2
Perspectives on Practice and Policy 2
A Volume in Digital Media and Learning 2
Series Editors: 2
Rich Ling, Nanyang Technological University, Singapore Chris Holden, University of New Mexico 2
CONTENTS 6
PART I: POLICY CONTEXTS FOR MOBILE LEARNING 6
1. Tensions Between the Local in the Global: A Cosmopolitan View of Mobile Learning Initiatives 6
2. The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling 6
3. Mobile Learning Curricula: Policy and Potential 6
4. U.S. Tweens Talk About Mobile Phones: Dominant Discourses, Danger, and the Importance of Information Seeking 6
PART II: CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING 6
5. STEMlandia: Using Mobile Technology to Get ’Em Outside 6
6. Community Inquiry With Mobile Asset Mapping 7
7. We Got This: Toward a Facilitator-Youth “Apprenticeship” Approach to Supporting Collaboration and Design Challenges in Youth-Designed Mobile Location-Based Games 7
8. Augmenting National Historical Parks: A Pilot Study for Harpers Ferry 7
PART III: MOBILE LEARNING IN PRE-K–12 EDUCATIONAL SETTINGS 7
9. Piecing the Puzzle Together: Building a Dialogue for Engaging Multiple Disciplines in Inquiry-Based Mobile Learning Through Professional Development 7
10. Digital Leadership in Rural Middle School: Preparing Effective 21st Century Digital Citizens Via a Mobile Learning Curriculum 7
11. BYOD in the Art Classroom: A Framework for Studio Learning 7
12. Your iPhone Cannot Escape History, and Neither Can You: Self-Reflexive Design for a Mobile History Learning Game 7
Digital Media and Learning 3
Mobile Learning 4
Perspectives on Practice and Policy 4
Edited by 4
Danielle Herro Clemson University 4
Sousan Arafeh Southern Connecticut State University 4
Richard Ling Nanyang Technological University 4
and 4
Chris Holden University of New Mexico 4
Information Age Publishing, Inc. 4
Charlotte, North Carolina • www.infoagepub.com 4
Foreword 8
John Traxler 8
Professor of Digital Learning, Institute of Education, University of Wolverhampton 8
Preface 14
PART I 20
POLICY CONTEXTS FOR MOBILE LEARNING 20
CHAPTER 1 22
Tensions Between the Local in the Global 22
Judith Dunkerly-Bean and Helen Crompton 22
Old Dominion University 22
Char Moffit 22
California State University, Chico 22
UNESCO 24
USAID 24
The World Bank 24
Theoretical Framework 25
Method of Review 26
Overview of Mobile Learning 26
Early Childhood Education 27
Mobile Learning for Literacy 30
Teacher Education and Professional Development 33
Conclusion 36
References 38
CHAPTER 2 42
The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling 42
Liz Kolb 42
University of Michigan 42
A Focus on North American and European School Systems 43
Common Approaches Mobile Learning Defined 45
VISIONARY LEADERSHIP 48
PROFESSIONAL DEVELOPMENT 49
DEVICE POLICY 51
DIGITAL INFRASTRUCTURE 52
COMMUNITY PARTNERSHIP AND CONSIDERATIONS FOR EQUITY 52
Digital Citizenship, Cybersafety, and Etiquette for Students 54
Responsible Use Policies and Student Data Privacy 54
Mobile Program Assessment 55
Discussion and Recommendations 56
NOTES 57
References 57
Table 2.1. The Benefits and Drawbacks of Different Mobile Learning Approaches 46
Table 2.1. (Continued) 47
CHAPTER 3 64
Mobile Learning Curricula 64
David Parsons 64
The Mind Lab by Unitec 64
Kathryn MacCallum 64
School of Computing, Eastern Institute of Technology 64
The Mobile Digital Classroom 65
Defining the Role of Mobility Within Education 66
Exploring Mobile Learning Affordances 67
Digital Proficiency, Digital Literacy, Digital Fluency 68
Mobile Digital Fluency 70
Exploring the Digital Curriculum 70
Mobile Technology Within the Curriculum 72
The Challenges of Developing a Mobile Curriculum 75
A Mobile Learning Curriculum Structure 77
Figure 3. 1. The Ziggurat of mobile learning: A proposed mobile learning curriculum structure. 78
Summary and Conclusions 79
References 80
CHAPTER 4 84
U.S. Urban Tweens Talk About Mobile Phones 84
Sousan Arafeh, Michael Kuszpa, Meghan Weller, and Thomas Mitchell 84
Southern Connecticut State University 84
Introduction 84
The Case and Context for Studying the Mobile Learning of Urban Tweens 86
What Is Mobile Learning? 86
“Tweens” in the Middle Grades 87
Research on Mobile Phones and Youth 88
Research on Mobile Phones and Urban Youth 89
Study Approach and Methods 91
Table 4.1. Selected Demographics of Participating Schools 92
Table 4.2. Demographics of Student Focus Group Participants 92
Findings 93
Findings From the Focus Groups 93
Urban Tweens Report That the “Digital Disconnect” Persists: Urban Youth Do Not Use Mobile Phones For Learning at School 93
Urban Tweens Displayed Luke-Warm Interest in Social/ Recreational Mobile Phone Behavior and Prioritized Entertainment, Kin-Keeping, and Emergency Use 94
Urban Tweens Reported Instrumental Information Seeking as the Primary Component of Their Mobile-Phone-Facilitated Learning 94
Urban Tweens Seemed to Prefer Video, Not Text, as Their Mobile Phone Information Source for Learning About Content and Processes 96
Certain Male Tweens Reported Using Their Mobile Phones to Seek Information About Troubling or Dangerous Matters (i.e., Guns, Prison, Dark Web) 97
Findings From the Literature Analysis 99
The Structuring Impact of Dominant Discourses of Youth and Digital Technology 100
The Discourse Of Counting and Categorization 100
The Discourse of Game-Based Learning 101
The Discourse of Technology Practices and Learning In Youth Culture 102
The Disconnected Discourse of Technology-Based Learning for Education 102
The Discourse of Mobile Phones and Teen Deviance 103
Notably Absent: A Discourse on Information Seeking 103
Information Seeking 103
Discussion and Conclusion 104
Acknowledgments 107
Notes 107
References 107
PART II 112
CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING 112
CHAPTER 5 114
STEMlandia 114
James L. Larsen Jodi Asbell-Clarke Barbara MacEachern Elizabeth Rowe 114
Educational Gaming Environments (EdGE) at TERC 114
Theoretical and Practical Grounding for Digital Outdoor Learning Adventures 115
Reconnecting With the Natural World 115
Leveraging Mobile Technologies 116
Pokémon Go: A Game for the Hybrid Mind Generation 118
STEMLANDIA: OUTDOOR DIGITAL ADVENTURES 119
Building STEMcaches: Nature’s Apprentice 121
Design and Implementation of Nature’s Apprentice 121
Identify a Connection 122
Identify Desired Results 123
Research on Nature’s Apprentice 124
1. What drew participants to the Nature’s Apprentice experience? 124
2. How did participants make use of the Nature’s Apprentice tools and resources? 124
3. What did participants find worthwhile in the Nature’s Apprentice experience? What did they find challenging or frustrating? 124
4. How likely are they to participate again? Encourage others to participate? Why? 124
Sample and Data Sources 124
Research Question 1: What Drew Participants to the Nature’s Apprentice experience? 125
Research Question 2: How Did Participants Make Use of the Nature’s Apprentice Tools and Resources? 126
Table 5.1. Number of Participants Finding Each STEMcache in Nature’s Apprentice 126
Research Question 3: What Did Participants Find Worthwhile in the Nature’s Apprentice Experience? What Did They Find Challenging or Frustrating? 127
Research Question 4: How Likely Are They to Participate Again? Encourage Others to Participate? Why? 128
Next Steps: Build Your Own STEMcaches 128
1. Experience a STEMlandia Story—Working with local educators, create two or three STEMcache adventures for their learners to experience. Once created, these will be used to introduce learners to the concept of a STEMlandia Story. The STEMcache adv... 130
2. Create a Community Asset Map—Working with educators and their students, explore the local community and construct a map of resources (people, places, and things) that will help in the design process and creation of relevant STEMlandia Stories. 130
3. Define Potential Stories and STEMcache Locations—Support educators and learners in using the Community Asset Map to focus on stories and locations of interest that can define the STEMcaches. For example, one school in the Southwest we are lookin... 130
4. Storyboard a Narrative and STEMcaches—After deciding on a narrative and potential STEMcache locations, learners will create a paper version to test using an iterative design process. This will allow learners to focus on content rather than getti... 130
5. Create STEMlandia Story Assets—Once the narrative, locations, and STEMcaches are defined, paper tested, and approved, learners will create the physical and digital assets that comprise the mobile adventure. This will include a physical STEMcache... 130
6. Create Mobile STEMlandia Story (or Stories) for Testing—Using the appropriate authoring tool, a digital version to release to the intended audience will be created, tested and finalized for launch. 130
7. Revise and Define a Launch Event—A target launch date for the mobile learning experience will then be set based on the needs of the project. If it is only meant to be shared with a specific school community, the launch might be tied to a schoolw... 131
8. Launch STEMlandia Story—Release the STEMlandia mobile experience to the target audience on the launch date and pay particular attention to how best to support and maintain the adventure for its duration. Initially, all adventures are meant to be... 131
9. Reflection and Long-Term strategies—Once an adventure has been completed, it might be archived, improved upon, or extended depending on feedback from the community and local needs. 131
Discussion 131
Studying How People Learn in Digital Outdoor Experiences 131
Author Note 133
References 133
Figure 6. 3. Map detail of Adam’s daily rounds. 149
CHAPTER 6 138
Community Inquiry With Mobile Asset Mapping 138
Ryan M. Rish 138
University at Buffalo (SUNY) 138
Aijuan Cun 138
University at Buffalo (SUNY) 138
Abigail Gloss 138
State University of New York at Fredonia 138
Merve Pamuk 138
University at Buffalo (SUNY) 138
Community Inquiry 139
Inquiry Cycle 140
Community Context 141
Adam’s Mobility 142
Table 6.1. Demographic Data 143
Mobile Asset Mapping 144
Mobile Tools 144
Orienting Adam to the Mobile Devices 145
Adam’s Inquiry Project 146
Ask: Identifying the Sports Opportunities 147
Table 6.2. Daily Rounds Data Form Design 148
Investigate: Collecting Data About the Sports Opportunities 149
Create: Making a Story Map 152
Discuss: Shaping the Community Inquiry 154
Reflect: Considering the Significance 155
Discussion 156
Implications 158
References 159
Figure 6. 1. The community inquiry cycle. 141
Figure 6. 2. Adam’s hand-drawn map of Orchard Park. 147
Figure 6. 5. Adam’s Story Map using the spyglass template. 153
Table 6.3. Sports Opportunities Data Form Design 150
Figure 6. 4. Adam using the Collector app outside his high school. 152
CHAPTER 7 162
We Got This 162
Sara Vogel 162
The Graduate Center of the City University of New York 162
Judy Perry 162
Massachusetts Institute of Technology 162
WHAT SKILLS CAN LBAR GAME DESIGNERS GAIN? 164
WHAT CHALLENGES DO LBAR GAME MAKERS FACE? 165
Challenges Stemming From the Novelty and Complexity of the LBAR Design Process 165
Challenges Arising From the Collaborative Nature of the Project 166
Our Context 166
Table 7.1. Summary Description of Youth Game Design Program Sites Included in the Study 168
CONDUCTING OUR RESEARCH 168
IMPROVING PROGRAM DESIGN ACROSS ITERATIONS 171
Figure 7. 1. Screenshots of the introduction (left) and a nonplayer character (NPC) (right) in “Paths of the Forgotten: Ghosts of Hunts Point.” This location- based mobile game was produced by youth as part of a summer program at a community cent... 172
Brainstorming, Evaluating, and Selecting Ideas for the Game 173
Iteration 1—Spring Approach: Unwittingly Fostering Competition 173
Iteration 2—Summer Approach: Structuring Compromises 175
Figure 7. 2. Youth in a summer implementation evaluate the pros/cons of a potential game location during a group brainstorm at the museum. Ideas are voiced, included, and synthesized from a range of participants. 176
Figure 7. 3. One of many pages of ideas generated by youth during a summer implementation at a community center. Participants brainstormed numerous preliminary ideas for a potential mobile game, enabling a wide number of voices to contribute ideas. 178
Figure 7. 4. Facilitators organized youth ideas into relevant categories and created structures for youth to “vote” for components of a mobile game design which they liked, allowing ideas from multiple youth designers to potentially combine into ... 178
Designing the First Paper Prototype to Test the Game Concept 179
Iteration 1—Spring Approach: A Shaky Foundation 180
Iteration 2—Summer Approach: Fast-Tracking Youth Over the Synthesis Hurdle, Transparently 181
Figure 7. 5. A proposal for a mobile game structure consisting of youth’s ideas, as synthesized by facilitators. 182
Discussion 183
Figure 7. 6. A model of increasing levels of potential adult/facilitator support, from least (left) to most (right) supporting collaborative youth creation of LBAR games. 184
ACKNOWLEDGMENTS 185
NOTE 185
REFERENCES 185
CHAPTER 8 188
Augmenting National Historical Parks 188
Laura A. Gillespie 188
University of Baltimore 188
Frameworks Informing Game Design and Game Play 190
History Education 190
Broader Learning Theories 191
Constructivism and Communities of Practice 191
Situated Cognition 191
AR Games for Historical Sites 192
Immersion and Engagement 193
CONCEPTUAL FRAMEWORK 193
Figure 8. 1. Conceptual framework. 194
Designing Insurrection 195
Design Framework 196
Figure 8. 2. Augmented reality on the virtuality continuum. 197
Building the Game 198
Figure 8. 4. Screenshots from Insurrection. 200
Methodology 201
CONCLUDING THOUGHTS 203
REFERENCES 204
PART III 208
MOBILE LEARNING IN PRE-K–12 EDUCATIONAL SETTINGS 208
CHAPTER 9 210
Piecing the Puzzle Together 210
Cynthia C. Minchew Deaton and Sandra M. Linder 210
Clemson University 210
Benjamin E. Deaton 210
Anderson University 210
Integrated Approach to Mobile Learning Professional Development 211
DESIGNING AND IMPLEMENTATION OF AN INTEGRATED PROFESSIONAL DEVELOPMENT 212
EXAMINING OUR INTEGRATED MODEL OF PROFESSIONAL DEVELOPMENT 215
Methods 216
Participants 216
Table 9.1. Participants 217
Data Collection 216
6. Technological Pedagogical Knowledge: TPK (Items 34–42) and
7. Technology Pedagogy and Content Knowledge: TPACK (Items 43–46). 217
Data Analysis 219
Findings 219
Nature of CML Participants’ Self-Efficacy for Integrating 219
Table 9.2. Mean Construct Scores 220
Effective Mobile Learning Integration 221
Issues With Implementation of Mobile Learning 223
MAKING A CASE FOR INTEGRATING MOBILE LEARNING WITH AN INQUIRY-BASED APPROACH 224
CONCLUSION AND IMPLICATIONS 225
Acknowledgment 226
References 226
CHAPTER 10 230
Digital Leadership in Rural Middle School 230
Jennifer L. Motter 230
Forest Hills Junior-Senior High School, Sidman, PA 230
BRIDGING THE DIGITAL GAP: PROVIDING MOBILE TECHNOLOGIES TO RURAL MIDDLE SCHOOL STUDENTS 232
EMBRACING PROGRESSIVE MOBILE TECHNOLOGIES IN PRE-K–12 234
Mobile Technology Course Development 234
Curriculum Mapping for Mobile Learning 235
Mobile Learning Curriculum: Devices and Content 235
IMPLICATIONS FOR MOBILE TECHNOLOGY IMPLEMENTATION 237
Mobile 3D Design and Printing 238
Supporting Student Learning: Potential of Mobile Technologies 239
Student Perspectives on Mobile Learning 239
Figure 10. 1. Student perspectives on Mobile Technology. This figure represents students’ end of the school year perspectives on their learning experiences in Mobile Technology. 240
Figure 10. 3. Student confidence Using Google Classroom. This figure represents students’ comfort- and confidence-level using Google Classroom at the end of the school year. 241
Figure 10. 4. Student app usage at home. This figure represents student usage of apps covered in the classroom at home. 242
CHALLENGES OF USING MOBILE TECHNOLOGIES AS INSTRUCTIONAL TOOLS 243
Access and Experience 243
Time 243
Anonymity 244
CALL FOR FUTURE DIGITAL LEADERSHIP AND PRACTICE IN PRE-K–12 244
References 245
CHAPTER 11 250
BYOD in the Art Classroom 250
Aysenur Ozyer 250
University of Colorado Denver 250
Kyle Roberts 250
Cherry Creek School District, Castle Rock, CO 250
Brent G. Wilson 250
University of Colorado Denver 250
Mobile Learning and Bring-Your-Own-Device Flexibility 251
ACTIVE LEARNING 252
FLIPPED LEARNING 253
ART STUDIO: A FRAMEWORK 253
MR. ROBERTS’ ART CLASSROOM 254
The Learning Studio 255
Table 11.1. Student Learning Activities Linked to Goals and Tools 256
Figure 11. 1. Mr. Roberts’s sketch depicting his art classroom and student learning. 257
Everyday Activities 258
Learning and Teaching Benefits 259
Other Classes 260
IMPLICATIONS 262
Concluding Thoughts 263
References 263
CHAPTER 12 266
Your iPhone Cannot Escape History, and Neither Can You 266
Owen Gottlieb 266
Rochester Institute of Technology 266
GAME DESIGN FOR RESEARCH AND LEARNING 267
Self-Reflexivity as a Means of Tying the Past to the Immediate Present 268
History: Preparing Engaged Citizens With Enduring Themes 269
Self-Reflexivity, Political and Civic Engagement, and Design Choices 272
SELF-REFLEXIVE DESIGN IN THE FIELD: JEWISH TIME JUMP: NEW YORK 273
Initial Design Drawn From Theory 273
Learning From Implementation Challenges 275
Beyond Iterative Game Design and Into Curriculum 277
CONCLUSIONS 278
NOTES 280
References 281
About the Contributors 284
ABOUT THE EDITORS 284
about the authors 285
About the Contributors 284
Back Cover 292
| Erscheint lt. Verlag | 1.2.2018 |
|---|---|
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Lexikon / Chroniken |
| Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen | |
| Sozialwissenschaften ► Pädagogik | |
| Technik ► Nachrichtentechnik | |
| ISBN-13 | 9781641131247 / 9781641131247 |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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