Journalism and Media: From Mellowed Pedagogy to New Mobile Learning Tools

Journalism and Media: From Mellowed Pedagogy to New Mobile Learning Tools

Pamela E. Walck (Ohio University, USA) and Yusuf Kalyango Jr. (Ohio University, USA)
DOI: 10.4018/978-1-4666-8789-9.ch111
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Abstract

This chapter investigates how fast-changing mobile technology has transformed the traditional approach to journalism education at some major mass communication schools, media organizations, and institutions in the United States. This traditional approach to instruction, referred to here as its pedagogical niche, is defined as instructional methods, content, and tools used in mass communication academic, practice and training units. The first and primary objective of this chapter will be to determine how journalism academic institutions are using the rapidly changing media and communication technologies, particularly mobile tools, to reinvent themselves and to enhance their curricula and teaching effectiveness. The second objective is to determine how media organizations have adapted to the increasing use of mobile technologies in journalism.
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Perspectives On Mobile Learning

Some academics and professional organizations describe mobile learning (M-learning) in terms of understanding technology and hardware. Traxler (2007), one of the seminal students of M-learning, defined the concept as “learning delivered or supported solely or mainly by handheld technologies.” Although the definition of handheld or mobile devices has ranged from the earliest Personal Digital Assistants (PDAs) and smart phones to wireless laptops and tablets, Traxler (2007) argued that such a definition was too “constraining” and “techno-centric” because it referred only to the most current of technologies.

Keegen (2005), an early proponent of distance learning, defined M-learning as limited to information gathering, discovery, and knowledge dissemination conducted on any small, portable device. This definition calls attention to the plethora of market-driven devices, but does little to expound upon the role innovation plays in utilizing these devices to teach–particularly within the realm of mass communication, which is our focus in this chapter.

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