Enhancing Pedagogy with mLearning

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Author(s): Damon Thomas (University of Tasmania, Australia), Angela Thomas (University of Tasmania, Australia)and Andrew Fluck (University of Tasmania, Australia)
Copyright: 2014
Pages: 14
Source title: K-12 Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-4502-8.ch020

Keywords: Education / Information Science Reference / K-12 Education

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Abstract

This chapter reports on a study of student mobile practices in one high school in Tasmania. This school provided all year 7 and 8 students with iPod Touches, and aimed to explore new forms of pedagogy that reflected a more relevant and contemporary curriculum for young people in the 21st century. Surveys and interviews were conducted with students to explore the effectiveness of the school’s program, as well as to understand the kinds of common practices students engaged in with mobile technologies in general. Surprisingly, the results revealed that the school practices were emerging somewhat slowly and students reported mixed comments about the program. Based on the research findings, recommendations are offered to teachers in order to maximize the benefits of mobile learning (commonly referred to as mLearning) to enhance pedagogy.

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