Creating opportunities for untethered learning

Schuck, S; Maher, D

Creating opportunities for untethered learning

Schuck, S

Maher, D

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Publication Type:: Journal Article
Citation:: Technology, Pedagogy and Education, 2018, 27 (4), pp. 473 - 484
Issue Date:: 2018-08-08

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Field	Value	Language
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805	en_US
dc.date.available	2020-05-25T19:04:25Z
dc.date.issued	2018-08-08	en_US
dc.identifier.citation	Technology, Pedagogy and Education, 2018, 27 (4), pp. 473 - 484	en_US
dc.identifier.issn	1475-939X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128546
dc.description.abstract	© 2018, © 2018 Association for Information Technology in Teacher Education. This article discusses the use of mobile devices by teachers in two Australian schools. It builds on a theoretical framework which considers the location of mobile learning with respect to time and space. The research used a qualitative methodology in which observations, interviews and document analysis were conducted. The study found that the physical and virtual spaces that were used were different from those used in other lessons. Mobile learning facilitated autonomous learning by students, collaboration with their peers and engagement in topics of interest to them. The study found that students and teachers adopted new roles when using the devices, and were untethered from their conventional learning spaces of the classroom. Learning changed in nature and was aligned with contemporary practices in education.	en_US
dc.relation.ispartof	Technology, Pedagogy and Education	en_US
dc.relation.isbasedon	10.1080/1475939X.2018.1510788	en_US
dc.subject.classification	Education	en_US
dc.title	Creating opportunities for untethered learning	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	27	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	27	en_US

Abstract:

© 2018, © 2018 Association for Information Technology in Teacher Education. This article discusses the use of mobile devices by teachers in two Australian schools. It builds on a theoretical framework which considers the location of mobile learning with respect to time and space. The research used a qualitative methodology in which observations, interviews and document analysis were conducted. The study found that the physical and virtual spaces that were used were different from those used in other lessons. Mobile learning facilitated autonomous learning by students, collaboration with their peers and engagement in topics of interest to them. The study found that students and teachers adopted new roles when using the devices, and were untethered from their conventional learning spaces of the classroom. Learning changed in nature and was aligned with contemporary practices in education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/128546