Mobile Learning, Teacher Education, and the Sociomaterial Perspective

2018 ◽  
Vol 10 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Marguerite Koole
Keyword(s):  
Papua New Guinea ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Training Project ◽  
Frame Model ◽  
Perspective Drawing ◽  
The Social ◽  
Diffraction Patterns

This article is primarily a theoretical piece that uses a model of mobile learning, the FRAME model (Koole 2009), to explore a mobile teacher-training project that took place in Papua New Guinea: the SMS Story. The author takes a sociomaterial perspective, drawing upon Barad's agential realism and Sørensen's multiplicity perspective. As the author explores the “intra-actions” of the social, learner, and technological aspects of the FRAME model, diffraction patterns arise; in other words, spaces of social and material possibilities, constraints, and tensions come into view. New ethical questions emerge regarding whose perspectives and whose practices should come to matter in pedagogical practices. This article is intended for qualitative researchers, teachers, and teacher educators who are interested in alternative ways of thinking about the entanglement of mobile technology, humans, and materialities in educational contexts.

Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy

2005 ◽  
Vol 24 (3) ◽  
pp. 243-264 ◽  
Author(s):  
Beatriz Muros Ruiz ◽  
Juan-Miguel Fernández-Balboa
Keyword(s):  
Physical Education ◽  
Critical Pedagogy ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Limited Success ◽  
The Social ◽  
Definition Of

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.

Practical research on college English vocabulary teaching with mobile technology

2021 ◽  
pp. 002072092098505
Author(s):  
Changhong Zhai
Keyword(s):  
College Students ◽  
Mobile Learning ◽  
Mobile Technology ◽  
College Teaching ◽  
Learning Needs ◽  
Learning Technology ◽  
Teaching Mode ◽  
College English ◽  
Mobile Learning Technology ◽  
The Individual

With the development of mobile technology, the intellectualization and intellectualization of mobile learning technology have greatly expanded the dimension of time and space of learning, and become a useful supplement to the traditional teaching mode. Taking College English vocabulary teaching as an example, this paper studies college English vocabulary teaching under the support of mobile technology, in order to provide new ways and methods to meet the individual learning needs of different learners. This paper designs College English vocabulary teaching based on mobile technology and puts forward a basic framework of mobile learning for college students’ English vocabulary learning. In this paper, English vocabulary technology is applied to college English vocabulary teaching. Through experiments, it promotes college students’ English vocabulary memory level, vocabulary use level and interest in English learning, respectively, to verify the effectiveness of College English vocabulary teaching mode based on mobile technology. The experimental results show that the flexibility of mobile learning can take into account the different learning needs of students at different levels of the same group, categorize and categorize the individual needs of students, and adjust different learning content and learning difficulty ladder to a certain extent. The innovation of this paper is to fully combine mobile technology with college English vocabulary teaching, solve practical application problems, and improve the application value of mobile technology in college teaching.

Equity and justice for all

2017 ◽  
Vol 16 (3) ◽  
pp. 331-346 ◽  
Author(s):  
Valerie Kinloch ◽  
Kerry Dixon
Keyword(s):  
Critical Race Theory ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Pedagogical Practices ◽  
Political Climate ◽  
Critical Whiteness Studies ◽  
Content Type ◽  
Post Secondary ◽  
Black And White ◽  
Urban Teacher

Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices. Findings Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate. Research limitations/implications In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions. Originality/value Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

Psychological Readiness for Mobile Learning Among Maldivian Students at Higher Education Institutions

2021 ◽  
Vol 9 (3) ◽  
pp. 224-232
Author(s):  
Fathimath Mumthaz
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Paradigm Shift ◽  
Higher Education Institutions ◽  
Mode Of Delivery ◽  
Jel Classification ◽  
Educational Opportunities ◽  
Distance Learners ◽  
Readiness To Adopt

Objective - Mobile learning had widely impacted higher education, providing technology enabled educational opportunities to the mobile-first learners of the millennium, anytime, anywhere. The adoption of mobile technology rapidly increased among higher education institutions of Maldives, changing the psychological perception of distance learners who were located in different atolls of the country. Methodology/Technique - This paper was developed to explore psychological readiness of institutional distance learning students to adopt mobile learning in Maldives. Using quantitative approach, the research was conducted among the distance learners from three key higher education institutions of Maldives. Contributing to the e- questionnaire, three hundred and forty-three (n=340) students expressed their psychological readiness to adopt mobile learning in Maldives. Data collected using mobile technology was analysed using the analysis summary retrieved from Google forms and SPSS. Finding - The analysis revealed that majority of the students of Maldives higher education institutions were acquainted and psychologically ready to adopt mobile learning as a convenient mode of delivery. Novelty - Thereby, it can be said that students were willing to welcome mobile learning enhanced by mobile technology and were psychologically ready to adopt the emerging shift in the paradigm. Type of Paper - Empirical. Keywords: Mobile learning, psychological readiness, paradigm shift, higher education institutions, Maldives JEL Classification: I21, I23

scholarly journals Which Mobile Learning is More Suitable on Physics Learning in Indonesian High School?

2017 ◽  
Vol 5 (1) ◽  
pp. 97 ◽  
Author(s):  
Dwi Sulisworo ◽  
Lia Yunita ◽  
Arif Komalasari
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Process ◽  
Government Policy ◽  
Literacy Teachers ◽  
School Program ◽  
Learning Tool ◽  
Physics Learning

The use of mobile learning tool has controversy in Indonesian schools. Some teachers feel that it would interfere with the learning process in the classroom, but at the same time teachers saw a lot of potential of mobile technology. The goal of this study is to observe secondary schools on facilitating students through the use of mobile learning. This research is descriptive qualitative evaluations on the assembling mobile learning in several secondary schools in several regions in Indonesia during 2014-2015. The results of this study indicate that some of the schools that have implemented mobile learning, there is a tendency that mobile learning was not in a planned and structured as a school program. Two things are important to solve this condition are the availability of government policy and increase literacy teachers in managing mobile learning application.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals School libraries, information gap and social inclusion in Papua New Guinea – Making it happen

2021 ◽  
Author(s):  
Marlene Filippi
Keyword(s):  
Learning Environment ◽  
Social Environment ◽  
Papua New Guinea ◽  
Social Inclusion ◽  
Local Community ◽  
New Guinea ◽  
School Libraries ◽  
Information Gap ◽  
The Social ◽  
Teaching Learning

School libraries, just like the school community, do reflect the social environment in which they operate. This is the story of the emergence of one such library, within Papua New Guinea and its development through the assistance of AUSAID. It looks at an idea – Resource Based Learning - which has enabled the local community to take ownership of a resource centre which will now be able to provide a true teaching/learning environment for all of the community. It is more than a collection of books! It has the beginnings of a vibrant active resource for the whole community.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Teaching “Quanti” – Lessons from French Experiences in Sociology and History

2017 ◽  
Vol 136 (1) ◽  
pp. 40-52
Author(s):  
Pierre Mercklé ◽  
Claire Zalc
Keyword(s):  
Social Sciences ◽  
Quantitative Methods ◽  
Pedagogical Practices ◽  
Social Scientists ◽  
The Social

The paper’s main objective is to reflect, from both a sociological and a historiographical perspective, on how to use and how to teach quantitative methods in the social sciences. French and American social scientists, whether apprentices or confirmed, often encounter during their work a crucial need to use quantitative methods. But which methods do each favor? And how to teach these methods? In strongly varying national and disciplinary contexts, what are the directions taken by the revival of interest for quantitative methods? Comparing current pedagogical practices may be a heuristic way to raise crucial questions about historiographical uses of quantitative methods, and give way to a cautious advocacy of reflective uses of quantitative methods in the social sciences.

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