Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students’ learning experiences

Burke, PF; Schuck, S; Burden, K; Kearney, M

Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students’ learning experiences

Burke, PF Schuck, S

Burden, K Kearney, M

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Publisher:: PERGAMON-ELSEVIER SCIENCE LTD
Publication Type:: Journal Article
Citation:: Computers and Education, 2025, 227
Issue Date:: 2025-04-01

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Field	Value	Language
dc.contributor.author	Burke, PF
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480
dc.contributor.author	Burden, K
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.date.accessioned	2025-08-04T00:56:13Z
dc.date.available	2025-08-04T00:56:13Z
dc.date.issued	2025-04-01
dc.identifier.citation	Computers and Education, 2025, 227
dc.identifier.issn	0360-1315
dc.identifier.issn	1873-782X
dc.identifier.uri	http://hdl.handle.net/10453/189006
dc.description.abstract	This article presents a quantitative study demonstrating that digital pedagogy using mobile devices (e.g., laptops, mobile phones, tablets) impacts teachers' perceptions of pedagogical innovation. We further find that innovative mobile pedagogy adoption positively impacts teachers' perceptions of improved student learning in K-12 settings. Examining teachers' perceptions of pedagogical innovation in digital practice is important as researchers have questioned whether the use of digital devices constitutes an innovative break with traditional pedagogical practice or serves merely as a digital replica of non-digital practices. Further, providing a link between pedagogical innovation and perceived improvements in student learning provides further support for removing barriers to innovation adoption. The study uses the validated iPAC Framework (referring to Personalisation, Authenticity and Collaboration in mobile teaching pedagogies) as the basis of an international survey. The survey measured teachers' perceptions of their adopted pedagogies using mobile technologies during students' completion of a digital task, whether they viewed these practices as innovative, and how such approaches impacted teachers' perceptions of their students' learning experiences. Results from a Structural Equation Model (SEM) demonstrate that when teachers adopt innovative pedagogical tasks into their teaching with digital technologies, they perceive an improvement in student learning experiences. This is the first study that considers both the contribution of digital pedagogies and the contribution of innovation as direct and indirect effects on teachers’ perceptions of student learning experiences.
dc.language	English
dc.publisher	PERGAMON-ELSEVIER SCIENCE LTD
dc.relation	http://purl.org/au-research/grants/arc/DP150101214
dc.relation.ispartof	Computers and Education
dc.relation.isbasedon	10.1016/j.compedu.2024.105226
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	3904 Specialist studies in education
dc.subject.classification	4601 Applied computing
dc.title	Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students’ learning experiences
dc.type	Journal Article
utslib.citation.volume	227
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Business School
pubs.organisational-group	University of Technology Sydney/Business School/Marketing Discipline
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Australia China Relations Institute Research Centre (ACRI)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Business Intelligence and Data Analytics (BIDA)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)/Centre for Research on Education in a Digital Society (CREDS) Associate Members
pubs.organisational-group	University of Technology Sydney/Faculty of Design and Society
pubs.organisational-group	University of Technology Sydney/Faculty of Design and Society/School of International Studies & Education
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2025-08-04T00:56:10Z
pubs.publication-status	Published
pubs.volume	227

Abstract:

This article presents a quantitative study demonstrating that digital pedagogy using mobile devices (e.g., laptops, mobile phones, tablets) impacts teachers' perceptions of pedagogical innovation. We further find that innovative mobile pedagogy adoption positively impacts teachers' perceptions of improved student learning in K-12 settings. Examining teachers' perceptions of pedagogical innovation in digital practice is important as researchers have questioned whether the use of digital devices constitutes an innovative break with traditional pedagogical practice or serves merely as a digital replica of non-digital practices. Further, providing a link between pedagogical innovation and perceived improvements in student learning provides further support for removing barriers to innovation adoption. The study uses the validated iPAC Framework (referring to Personalisation, Authenticity and Collaboration in mobile teaching pedagogies) as the basis of an international survey. The survey measured teachers' perceptions of their adopted pedagogies using mobile technologies during students' completion of a digital task, whether they viewed these practices as innovative, and how such approaches impacted teachers' perceptions of their students' learning experiences. Results from a Structural Equation Model (SEM) demonstrate that when teachers adopt innovative pedagogical tasks into their teaching with digital technologies, they perceive an improvement in student learning experiences. This is the first study that considers both the contribution of digital pedagogies and the contribution of innovation as direct and indirect effects on teachers’ perceptions of student learning experiences.

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http://hdl.handle.net/10453/189006