Mobile Learning Pedagogy
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Date
2017
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Citation of Original Publication
Daughtery, Crystal; Berge, Zane L.; Mobile Learning Pedagogy; International Journal for the Scholarship of Technology Enhanced Learning ; http://ejournals.library.gatech.edu/ijsotel/index.php/ijsotel/article/view/28
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Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0)
Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0)
Abstract
The excitement created by the possibilities inherent in learning through mobile devices without sufficient attention to the pedagogy needed to support mobile learning poses challenges for those who are charged with educating and training the next generation. The desire to adapt learning environments to current technology has always existed. From the technologies of yesteryear to the mobile technologies of today, successful student engagement should rely on the context instead of the tools. The evolution of mobile tools for learning becomes mobile centric when the emphasis is on the tool, and pedagogy becomes incidental. Although the use of mobile devices has increased dramatically in education sectors, nonetheless, there has not been a corresponding increase in mlearning scholarship regarding pedagogical approaches. Instead, research and scholarship lean towards investigating the design of the technology as a learning tool. This paper provides a review of mobile learning pedagogy, identifies developing frameworks for mobile learning, and considers the influence mlearning is having on education. Worldwide access to mobile technology continues to grow and at some point will mature. Therefore, to support faculty and those who design instruction for mobile learning environments the development of comprehensive theoretical foundations is needed. Developing a sound pedagogy for mobile learning has worldwide implications.