Beyond Innovation in mobile Learning:Towards Sustainability in Schools.

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About the book. Mobile Learning: The Next Generation documents the most innovative projects in context-aware mobile learning in order to develop a richer theoretical understanding of learning in modern mobile-connected societies. Context-aware mobile learning takes advantage of cell phone, mobile, and pervasive personal technologies to design learning experiences that exploit the richness of both indoor and outdoor environments. These technologies detect a learner's presence in a particular place, the learner's history in that place or in relation to other people and objects nearby, and adapt learning experiences accordingly, enabling and encouraging learners to use personal and social technologies to capture aspects of the environment as learning resources, and to share their reactions to them.

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... Since the emergence of the Apple and IBM PCs in the late 1970s and early 1980s, a substantial body of research has investigated the potential of bringing information and communication technologies (ICT) into education. Today, there are still some obstacles related to the understanding of how different ICT tools, especially mobile devices (ie, tablets, PDAs, phones and MP3 players) are introduced into established school practices (Cerratto Pargman & Milrad, 2016). ...
... New insights into collaborative mobile learning 229 as an active school leadership that mentors and encourages teachers to discuss and reflect on their current practices and their eventual transformations (Cerratto Pargman & Milrad, 2016). ...
... Fifth, most of the studies on collaborative mobile learning have been carried out as research interventions and/or conducted in contexts that have been carefully designed and orchestrated by researchers (Cerratto Pargman & Milrad, 2016). The present study differs from those and complements them because it accounts for how collaborative mobile learning emerges and is mediated by mobile devices in authentic, everyday classroom conditions. ...
In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.
... To come to good use of technology in teaching could for instance be to initiate a design-based research approach building on the use of reliable design methods, with the aim to conduct interventions with a new better and more adapted technical solution (Wang & Hannafin, 2005). However, questions pertaining to appropriation and sustainability of these tools can be formulated, and more specifically if and to what extent these research artefacts are appropriated into everyday practice once a research project has ended, which has been identified as a problem (Cerratto-Pargman & Milrad, 2016;Ramberg, 2013). Another concern is to which degree design solutions for teaching scale beyond the context of the immediate design project and those participating in it (Halverson & Halverson, 2011). ...
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Teachers in their practice make choices grounded in their teaching experience resulting in what could be labelled design solutions. An identified problem is that these design solutions stay at the level of individual solutions and do not reach the teaching community. The aim of this article is to study how teachers´ design solutions can be systematically captured, organized, and communicated through design patterns and a pattern language. Building on participatory design we have together with teachers used and adapted the concept of design patterns and pattern languages as a way of capturing, documenting and communicating design problems and solutions to these. This structured approach led to the teachers seeing connections and interrelations between problems, and that a solution to one of these also helped in alleviating other problems. The formulation of design patterns and proposed pattern languages thus gave the teachers an overview of their practice that would otherwise be difficult to obtain. The content of the design patterns show what problems that are dealt with by the teachers through their design solutions. The structure of the final pattern language shows how problems and solutions are connected to larger goals for the teachers, such as improving the communication with students, as well as the importance of sharing good examples between colleagues.
... Mainstream research on mobile technology and media tablets in the area of education has so far focused on the implications of using mobile devices in formal learning activities [1,2]. Roschelle et al. [3], and Chou, Block and Jesness, [4], have for example, reported on a correlation between use of mobile devices and enhancement of student engagement as well as progress of students' achievement. ...
Conference Paper
Research on tablets in schools is currently dominated by the effects these devices have on our children’s learning. Little has yet been said about how these devices contribute and participate in established school practices. This study delves into the questions of what do tablet-mediated teaching practices look like in Swedish schools and how are these practices valued by teachers? We collected data in four Swedish schools that were part of the one-to-one program financed by their municipalities. We apply qualitative and quantitative analysis methods on 22 deep interviews, 20 classrooms observations and 30 teachers’ responses to an online survey. The study identifies a set of tablet-mediated teaching practices that lead to a deeper understanding of how affordances of media tablets configure contemporary forms of learning.
The ongoing digitization of culture and society and the ongoing production of new digital objects in culture and society require new ways of investigation, new theoretical avenues, and new multidisciplinary frameworks. In order to meet these requirements, this collection of eleven studies digs into questions concerning, for example: the epistemology of data produced and shared on social media platforms; the need of new legal concepts that regulate the increasing use of artificial intelligence in society; and the need of combinatory methods to research new media objects such as podcasts, web art, and online journals in relation to their historical, social, institutional, and political effects and contexts. The studies in this book introduce the new research field “digital human sciences,” which include the humanities, the social sciences, and law. From their different disciplinary outlooks, the authors share the aim of discussing and developing methods and approaches for investigating digital society, digital culture, and digital media objects.
This volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality (AR) apps in outdoor learning. As a result, this volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.
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