Investigating teachers' adoption of signature mobile pedagogies

Kearney, Matthew; Burden, Kevin; Rai, Tapan

Abstract

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.

Citation

Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & education, 80, 48-57. https://doi.org/10.1016/j.compedu.2014.08.009

• Journal Article Type: Article
• Acceptance Date: Aug 18, 2014
• Online Publication Date: Aug 27, 2014
• Publication Date: 2015-01
• Deposit Date: Jul 15, 2016
• Publicly Available Date: Jul 15, 2016
• Journal: Computers and education
• Print ISSN: 0360-1315
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 80
• Pages: 48-57
• DOI: https://doi.org/10.1016/j.compedu.2014.08.009
• Keywords: Mobile learning; Pedagogical issues; Secondary education; Elementary education
• Public URL: https://hull-repository.worktribe.com/output/441057
• Publisher URL: http://www.sciencedirect.com/science/article/pii/S0360131514001821
• Additional Information: This is the author's accepted version of an article published in Computers and education, 2015, v.80.
• Contract Date: Jul 15, 2016