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Ubiquitous Computing does not Guarantee Ubiquitous Learning in Schools: The Case of Handheld Computers

Ubiquitous Computing does not Guarantee Ubiquitous Learning in Schools: The Case of Handheld Computers

Howard Nicholas
Copyright: © 2011 |Pages: 15
ISBN13: 9781616928490|ISBN10: 1616928492|EISBN13: 9781616928513
DOI: 10.4018/978-1-61692-849-0.ch003
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MLA

Nicholas, Howard. "Ubiquitous Computing does not Guarantee Ubiquitous Learning in Schools: The Case of Handheld Computers." Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy, edited by Wan Ng, IGI Global, 2011, pp. 30-44. https://doi.org/10.4018/978-1-61692-849-0.ch003

APA

Nicholas, H. (2011). Ubiquitous Computing does not Guarantee Ubiquitous Learning in Schools: The Case of Handheld Computers. In W. Ng (Ed.), Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy (pp. 30-44). IGI Global. https://doi.org/10.4018/978-1-61692-849-0.ch003

Chicago

Nicholas, Howard. "Ubiquitous Computing does not Guarantee Ubiquitous Learning in Schools: The Case of Handheld Computers." In Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy, edited by Wan Ng, 30-44. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-849-0.ch003

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Abstract

In this chapter, I will argue that ubiquitous computing is a necessary, but not sufficient condition for ubiquitous learning. I will propose definitions that clarify some of the contextual features that shape both terms when they are applied in a school context. Using data and experiences derived from a year-long project with primary and secondary schools in Victoria, Australia, examples of classroom activities are analysed to illustrate how the presence of ubiquitous computing did not guarantee ubiquitous learning. These activities are compared to articulate the key features of ubiquitous learning and develop a model that shows how the contribution of ubiquitous computing to ubiquitous learning is constrained by pedagogic frameworks that shape the relationship between handhelds, other elements of the technological suite and learning.

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