The iPAC Scale: A Survey to Measure Distinctive Mobile Pedagogies

Kearney, M; Burke, PF; Schuck, S

The iPAC Scale: A Survey to Measure Distinctive Mobile Pedagogies

Kearney, M

Burke, PF

Schuck, S

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Publication Type:: Journal Article
Citation:: TechTrends, 2019, 63 (6), pp. 751 - 764
Issue Date:: 2019-11-01

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Field	Value	Language
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.contributor.author	Burke, PF https://orcid.org/0000-0003-0978-0237	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.date.issued	2019-11-01	en_US
dc.identifier.citation	TechTrends, 2019, 63 (6), pp. 751 - 764	en_US
dc.identifier.issn	8756-3894	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135198
dc.description.abstract	© 2019, The Author(s). This paper develops and examines a scale to capture teachers’ views of the mobile pedagogies they are adopting. Mobile pedagogies refer to the practices and approaches teachers use that involve mobile technologies to support learning. A mobile technology is any portable, handheld technology that potentially supports learning and includes laptops, tablets and smartphones. This study develops a rigorous scale to capture mobile pedagogies adopted in mobile learning tasks designed by teachers. In particular, the scale focuses on measuring pedagogies related to the iPAC framework which comprises three overarching dimensions of m-learning: personalisation, authenticity and collaboration (PAC). Each dimension has a pair of sub-components associated with it (for personalisation: agency and customisation; for authenticity: context and task; for collaboration: conversation and co-creation). The reliability and validity of a 20-item scale is assessed. A measure of overall m-learning experiences was also established and found to be significantly predicted by m-learning pedagogy. We also report on differences between teachers in m-learning practice with respect to subject area and year of schooling.	en_US
dc.relation	http://purl.org/au-research/grants/arc/DP150101214
dc.relation.ispartof	TechTrends	en_US
dc.relation.isbasedon	10.1007/s11528-019-00414-1	en_US
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject.classification	Education	en_US
dc.title	The iPAC Scale: A Survey to Measure Distinctive Mobile Pedagogies	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	63	en_US
utslib.for	1303 Specialist Studies in Education	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/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
pubs.organisational-group	/University of Technology Sydney/Strength - ACRI - Australia China Relations Institute
pubs.organisational-group	/University of Technology Sydney/Strength - BIDA - Business Intelligence and Data Analytics
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	recently_added	*
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	63	en_US

Abstract:

© 2019, The Author(s). This paper develops and examines a scale to capture teachers’ views of the mobile pedagogies they are adopting. Mobile pedagogies refer to the practices and approaches teachers use that involve mobile technologies to support learning. A mobile technology is any portable, handheld technology that potentially supports learning and includes laptops, tablets and smartphones. This study develops a rigorous scale to capture mobile pedagogies adopted in mobile learning tasks designed by teachers. In particular, the scale focuses on measuring pedagogies related to the iPAC framework which comprises three overarching dimensions of m-learning: personalisation, authenticity and collaboration (PAC). Each dimension has a pair of sub-components associated with it (for personalisation: agency and customisation; for authenticity: context and task; for collaboration: conversation and co-creation). The reliability and validity of a 20-item scale is assessed. A measure of overall m-learning experiences was also established and found to be significantly predicted by m-learning pedagogy. We also report on differences between teachers in m-learning practice with respect to subject area and year of schooling.

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

http://hdl.handle.net/10453/135198