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Empowering Creativity in Young People Through Mobile Learning: An Investigation of Creative Practices of Mobile Media Uses In and Out of School

Empowering Creativity in Young People Through Mobile Learning: An Investigation of Creative Practices of Mobile Media Uses In and Out of School

M. Ranieri, I. Bruni
Copyright: © 2013 |Volume: 5 |Issue: 3 |Pages: 17
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781466634336|DOI: 10.4018/jmbl.2013070102
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MLA

Ranieri, M., and I. Bruni. "Empowering Creativity in Young People Through Mobile Learning: An Investigation of Creative Practices of Mobile Media Uses In and Out of School." IJMBL vol.5, no.3 2013: pp.17-33. http://doi.org/10.4018/jmbl.2013070102

APA

Ranieri, M. & Bruni, I. (2013). Empowering Creativity in Young People Through Mobile Learning: An Investigation of Creative Practices of Mobile Media Uses In and Out of School. International Journal of Mobile and Blended Learning (IJMBL), 5(3), 17-33. http://doi.org/10.4018/jmbl.2013070102

Chicago

Ranieri, M., and I. Bruni. "Empowering Creativity in Young People Through Mobile Learning: An Investigation of Creative Practices of Mobile Media Uses In and Out of School," International Journal of Mobile and Blended Learning (IJMBL) 5, no.3: 17-33. http://doi.org/10.4018/jmbl.2013070102

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Abstract

This paper investigates the potential of mobile learning for creativity in and out of school with a focus on media production. In doing so it attempts to move beyond binary choices around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this end, it presents the literature on how creativity has been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study by referring to the Vygotskyan perspective of creativity as a transformative process of culture and the self. It then moves to a description of three experiences addressing young people and entailing the creation of digital artifacts through mobile devices. It also presents some results, exploring learners’ and teachers’ perspectives and showing how mobile devices serve as cultural resources that young people use for meaning making and transforming themselves. The paper concludes with some recommendations for future research.

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