Investigating teachers' adoption of signature mobile pedagogies

Kearney, M; Burden, K; Rai, T

Investigating teachers' adoption of signature mobile pedagogies

Kearney, M

Burden, K Rai, T

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Publication Type:: Journal Article
Citation:: Computers and Education, 2015, 80 pp. 48 - 57
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.contributor.author	Burden, K	en_US
dc.contributor.author	Rai, T https://orcid.org/0000-0003-1610-8983	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Computers and Education, 2015, 80 pp. 48 - 57	en_US
dc.identifier.issn	0360-1315	en_US
dc.identifier.uri	http://hdl.handle.net/10453/35547
dc.identifier.uri	http://hdl.handle.net/10453/37444
dc.description.abstract	© 2014 Elsevier Ltd. All rights reserved. This study investigated how teachers are using distinctive pedagogical features of mobile learning: collaboration, personalisation and authenticity. The researchers developed and validated a survey instrument based on these three established constructs (Kearney, Schuck, Burden, & Aubusson, 2012) and used it to interrogate current mobile learning practices in school and university education. This paper focuses on data from school teachers (n = 107). Findings indicated that teachers' perceptions of authenticity were high but aspects of online collaboration, networking and student agency were rated surprisingly lower than expected, given the rhetoric about enhanced connection and flexible learning opportunities afforded by mobile technologies. Device ownership was identified as one factor influencing adoption of these mobile pedagogies. Implications for effective use of handheld devices in teaching are addressed.	en_US
dc.relation.ispartof	Computers and Education	en_US
dc.relation.isbasedon	10.1016/j.compedu.2014.08.009	en_US
dc.subject.classification	Education	en_US
dc.title	Investigating teachers' adoption of signature mobile pedagogies	en_US
dc.type	Journal Article
utslib.citation.volume	80	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
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.publication-status	Published	en_US
pubs.volume	80	en_US

Abstract:

© 2014 Elsevier Ltd. All rights reserved. This study investigated how teachers are using distinctive pedagogical features of mobile learning: collaboration, personalisation and authenticity. The researchers developed and validated a survey instrument based on these three established constructs (Kearney, Schuck, Burden, & Aubusson, 2012) and used it to interrogate current mobile learning practices in school and university education. This paper focuses on data from school teachers (n = 107). Findings indicated that teachers' perceptions of authenticity were high but aspects of online collaboration, networking and student agency were rated surprisingly lower than expected, given the rhetoric about enhanced connection and flexible learning opportunities afforded by mobile technologies. Device ownership was identified as one factor influencing adoption of these mobile pedagogies. Implications for effective use of handheld devices in teaching are addressed.

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http://hdl.handle.net/10453/35547