Towards a Mobile Learning Pedagogy

Towards a Mobile Learning Pedagogy

Scott E. Hamm, Jason Drysdale, Diana Moore
Copyright: © 2014 |Pages: 19
DOI: 10.4018/978-1-4666-4333-8.ch001
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Mobile devices provide information access all the time and everywhere. The manner in which we access data has become a fulcrum of our social, vocational, and educational ethos. The developing mediums by which information is engaged are establishing themselves as a pervasive part of our ecology. People expect to be able to perform life tasks-work, study, and play-all the time and everywhere. This reality is transforming education and a 21st century pedagogy is emerging which necessitates a research-informed approach to the integration of theory and praxis. As mobility affords new and exciting ways to engender informal learning within the academy, we will explore an evidence-based pedagogy that augments, extends, and constructs learning as a result of mobility’s affordances.
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Background: Mobile Learning As Mobile Living

In 2007, the iPhone was introduced as “a widescreen iPod, a phone, and an internet communicator” (Wong, 2007). The introduction of the iPhone was a convergence of entertainment, a legacy technology, and access to the Internet in a form that was highly

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