Empowering Creativity in Young People Through Mobile Learning

2013 ◽  
Vol 5 (3) ◽  
pp. 17-33 ◽  
Author(s):  
M. Ranieri ◽  
I. Bruni
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Meaning Making ◽  
Future Research ◽  
Cultural Resources ◽  
Binary Choices ◽  
Transformative Process ◽  
Teachers Perspectives

This paper investigates the potential of mobile learning for creativity in and out of school with a focus on media production. In doing so it attempts to move beyond binary choices around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this end, it presents the literature on how creativity has been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study by referring to the Vygotskyan perspective of creativity as a transformative process of culture and the self. It then moves to a description of three experiences addressing young people and entailing the creation of digital artifacts through mobile devices. It also presents some results, exploring learners’ and teachers’ perspectives and showing how mobile devices serve as cultural resources that young people use for meaning making and transforming themselves. The paper concludes with some recommendations for future research.

Empowering Creativity in Young People Through Mobile Learning

2014 ◽  
pp. 1400-1417
Author(s):  
M. Ranieri ◽  
I. Bruni
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Meaning Making ◽  
Future Research ◽  
Cultural Resources ◽  
Binary Choices ◽  
Transformative Process ◽  
Teachers Perspectives

This paper investigates the potential of mobile learning for creativity in and out of school with a focus on media production. In doing so it attempts to move beyond binary choices around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this end, it presents the literature on how creativity has been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study by referring to the Vygotskyan perspective of creativity as a transformative process of culture and the self. It then moves to a description of three experiences addressing young people and entailing the creation of digital artifacts through mobile devices. It also presents some results, exploring learners' and teachers' perspectives and showing how mobile devices serve as cultural resources that young people use for meaning making and transforming themselves. The paper concludes with some recommendations for future research.

Create, Transform, and Share

2016 ◽  
pp. 628-648
Author(s):  
Maria Ranieri ◽  
Isabella Bruni
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Meaning Making ◽  
Social Process ◽  
Digital Technologies ◽  
The Self ◽  
Cultural Resources ◽  
Teachers Perspectives

This chapter explores the potential of mobile learning for creativity in formal and informal contexts of learning with a focus on media production and self-expression. In doing so it attempts to move beyond binary views around the nature of creativity and the role of technologies for creative learning. It presents the literature on how creativity and its relationship with technologies have been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study. In particular, it refers to the Vygotskyan perspective of creativity as a transformative (social) process of culture and the self, and looks at digital technologies' affordances to reflect on their potential for learning. It describes three projects addressing young people and entailing the creation of digital artefacts through mobile devices. It highlights learners' and teachers' perspectives and shows how mobile devices can serve as cultural resources that young people may use for meaning making and transforming themselves.

Create, Transform, and Share

2016 ◽  
pp. 159-179 ◽  
Author(s):  
Maria Ranieri ◽  
Isabella Bruni
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Meaning Making ◽  
Social Process ◽  
Digital Technologies ◽  
The Self ◽  
Cultural Resources ◽  
Teachers Perspectives

This chapter explores the potential of mobile learning for creativity in formal and informal contexts of learning with a focus on media production and self-expression. In doing so it attempts to move beyond binary views around the nature of creativity and the role of technologies for creative learning. It presents the literature on how creativity and its relationship with technologies have been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study. In particular, it refers to the Vygotskyan perspective of creativity as a transformative (social) process of culture and the self, and looks at digital technologies' affordances to reflect on their potential for learning. It describes three projects addressing young people and entailing the creation of digital artefacts through mobile devices. It highlights learners' and teachers' perspectives and shows how mobile devices can serve as cultural resources that young people may use for meaning making and transforming themselves.

scholarly journals THE READINESS TEACHERS OF NATURAL SUBJECTS TO USE MOBILE TECHNOLOGIES FOR TEACH STUDENTS

2019 ◽  
pp. 30-39
Author(s):  
Hranovska Tetiana ◽  
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Natural Sciences ◽  
Educational Process ◽  
Literary Analysis ◽  
Mobile Technologies ◽  
Future Research ◽  
Learning Technology ◽  
Methodology Development ◽  
Innovative Learning

The article deals with the features of the mobile learning technology emergence. The genesis of mobile learning in the field of distance and e-learning and its development in the field of blended learning are clarified. The foreign experience and research of domestic scientists on the introduction of mobile learning in the educational process of Ukrainian educational institutions are analyzed. The relevance of the application of this innovative learning technology is clarified according to carried out the literary analysis, but there is a lack of study of mobile technologies using in the educational process, in particular in natural sciences study. The author conducted an experimental study in the form of questionnaires to find out the state of mobile education in general secondary education and to identify the readiness of natural subjects’ teachers to use mobile technologies to teach students. Teachers use mobile technology in lessons, mainly for organizing work with e-textbooks and searching for material online, and less often for demonstrating video experiences in the classroom. The barriers to the use of mobile technologies are the follows: lack of information about the educational opportunities of mobile technologies, lack of methods for its use, the influence of administration policy on the educational process, as well as the age of teachers. The article presents examples of mobile technologies that are appropriate to use in teaching natural sciences. Mobile applications are analyzed and their didactic capabilities are identified during specific lesson activities. The results of the study confirmed teachers' readiness to use mobile learning, in particular by using mobile technologies during the lesson. This paper describes the advantages of mobile devices in the application of its distance learning capabilities. The prospects of using mobile technologies in the educational process during pupils study are proved. The article outlines the prospects for future research of the methodology development for using mobile devices in teaching natural subjects.

Virtual Worlds and Online Videogames for Children and Young People

2016 ◽  
pp. 291-316
Author(s):  
Guy Merchant
Keyword(s):  
Young People ◽  
Virtual Worlds ◽  
Empirical Investigation ◽  
Meaning Making ◽  
Future Research ◽  
Compulsory Schooling ◽  
Children And Young People ◽  
Important Direction ◽  
Areas Of Interest ◽  
Age Range

Online virtual worlds and games provide opportunities for new kinds of interaction, and new forms of play and learning, and they are becoming a common feature in the lives of many children and young people. This chapter explores the issues that this sort of virtual play raises for researchers and educators, and the main themes that have emerged through empirical investigation. I focus on children and young people within the age range covered by compulsory schooling, providing illustrative examples of virtual environments that promote play and learning as a way of underlining some key areas of interest. Drawing on work from a range of theoretical and disciplinary perspectives the chapter emphasises how these environments have much in common with other imagined worlds and suggests that looking at the ways in which the virtual is embedded in everyday contexts for meaning making provides an important direction for future research.

The role of mobile devices in 21st-century family communication

2018 ◽  
Vol 7 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Sharon L. Storch ◽  
Anna V. Ortiz Juarez-Paz
Keyword(s):  
Decision Making ◽  
Mobile Devices ◽  
Family Communication ◽  
Extended Family ◽  
Emotional Responses ◽  
Future Research ◽  
Structured Interviews ◽  
Theory Analysis ◽  
The Past

Use of media devices has evolved over the past 10–15 years and the resulting effects on family communication are of interest for this study. Through 26 semi-structured interviews, the authors sought to understand the role mobile devices play in family communication. Qualitative grounded theory analysis was used to find themes and interpret results (Creswell, 2013). One overarching paradoxical theme emerged from these data, family connect–family disconnect. In family connect, categories of across distance, reassurances, and boundaries are shared. Within family disconnect, distractions, misunderstandings, and negative emotional responses are conveyed. Future research avenues recommended are decision making related to mobile devices based on values and morals, in-depth social media and app usage, emoji emotional responses, individuals under 18 and between 18 and 30 years old, and a network analysis of one extended family.

Mobile Technology and Student Learning

2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

scholarly journals Exploring the Role of M-learning in Elementary Education

10.28945/3873 ◽  
2017 ◽  
Vol 16 ◽  
pp. 459-474 ◽  
Author(s):  
Hsiu Ju Chen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Mobile Learning ◽  
Vital Role ◽  
Partial Least Square ◽  
Least Square ◽  
Future Research ◽  
Mediated Learning ◽  
Elementary School Learners

Aim/Purpose: This study explores the associations between elementary school learners’ m-learning and learner satisfactions based on the technology-mediated learning model. Background: M-learning (mobile learning) is emerging, but its role in elementary education still needs clarification. Methodology: Questionnaires were mailed to several different elementary schools, located in different areas that adopted m-learning. Due to the possible limited cognitive ability because of age, short measures were adopted in the study. Finally, data from eighty-six elementary school learners who had experience in mobile learning were gathered and analyzed with Partial Least Square (PLS) for the limited sample size. Contribution: The results implied the vital role of m-learning in providing different form of interaction in class to activate elementary school learners’ course participation. They also indicated that mobile learning not only activated learners’ active course participation but linked students, teachers, courses, and schools. Findings: The results showed that m-technology quality of mobile learning was signifi-cantly associated with learners’ active course participation and satisfaction to-ward apps/tablets in m-learning that contributed to different learner satisfac-tions. Recommendations for Practitioners: The findings suggested that with good interaction quality facilitated by apps/tablets in m-learning, m-learning could be a suitable medium for teachers to have interaction with students and increased students’ different satisfactions in schools at alternative collective learning environments in elementary education. Future Research: Future studies to measure and reflect different impact of student-teacher interaction in m-learning are suggested.

scholarly journals An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

Challenges ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 31
Author(s):  
Maria Drolia ◽  
Eirini Sifaki ◽  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Future Research ◽  
Access To Education ◽  
Refugee Students ◽  
Refugee Education ◽  
Educational Challenges ◽  
Significant Research ◽  
Smart Mobile

The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

Mobile Learning, Digital Literacies, Information Habitus and At-Risk Social Groups

2010 ◽  
Vol 2 (3) ◽  
pp. 30-41 ◽  
Author(s):  
Margit Böck
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Social Inclusion ◽  
Social Groups ◽  
Central Element ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies

Certain potentials of mobile devices seem predestined to connect those distanced from education with learning in the widest sense. To use these potentials requires a disposition of these ‘learners-to-be’ as able to assume responsibility for their learning. Characteristics of that disposition are identified, with requisite concepts: the information habitus; a pedagogy of social inclusion; in the frame of New Literacy Studies. The central element in the requisite information habitus is the action by an individual to get information via their own agency (Holschuld) contrasted with a reliance on others to bring information to them (Bringschuld). The role of institutional sites of learning are discussed, both for those categorized as ‘at risk’ and for the wider, new task of ‘social learning’, in which all come to see themselves as learners able to shape contexts for learning requisite to their needs.

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