Using Technology to Support Quality Learning for School Activities Involving Field Studies

Using Technology to Support Quality Learning for School Activities Involving Field Studies

K. M. Stewart (Macquarie University, Australia), K. Thompson (University of Sydney, Australia), J. G. Hedberg (Macquarie University, Australia) and W. Y. Wong (University of Sydney, Australia)
DOI: 10.4018/978-1-60566-882-6.ch016
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The term mobile learning provides an image of active learning, of moving out into the world beyond the confines of the desk, beyond the classroom, beyond the school. The affordances of mobile, networked digital computers can provide learners with seamless access to and between information systems including data capture facilities and global positioning systems in real world settings. Mobile learning has come to represent a fruitful partnership between innovation in pedagogy and innovation in information and communication technologies. This chapter explores this nexus as it appears in emerging practices of a range of classroom teachers who are working to combine their aspirations for high quality student learning with the affordances of mobile technologies.
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Creating A Pedagogical Framework For Mobile Learning

Over several years, there has been an increasing focus upon the nature of high quality learning and the theoretical ideas emerging from this activity formed the basis of a common approach to pedagogy constructed and adopted by the participants of this project focusing on the design of school field work activities. These activities were to be supported and enhanced by the use of mobile personal computers (in particular tablet PCs) and associated technologies that support learning in contexts that are no longer bounded by wires and walls.

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