And in that sense, Mobile Pedagogy will be seen in the world of teaching and learning theory as a milestone within the context of a short history and even longer past in the topography of knowledge. REFERENCES Abram, S. (2012).
Author: McConatha, Douglas
Publisher: IGI Global
Distance learning has existed in some form for centuries, but modern technologies have allowed students and teachers to connect directly, no matter what their location, using the internet and mobile devices. Mobile Pedagogy and Perspectives on Teaching and Learning explores the tools and techniques that enable educators to leverage wireless applications and social networks to improve learning outcomes and provide creative ways to increase access to educational resources. This publication is designed to help educators and students at every level optimize the use of mobile learning resources to enhance educational experience and improve the effectiveness of the learning process regardless of physical location.
Mobile technology and differentiated learning: Meeting the needs of students with significant disabilities. In D. McConatha, C. Penny, J. Schugar, & D. Bolton (Eds.), Mobile pedagogy and perspectives on teaching and learning (pp.
Author: Thomas, Michael
Publisher: IGI Global
"This book concentrates on theory, application, and the development of web-based technologies for teaching and learning and its influence on the education system"--
13th World Conference on Mobile and Contextual Learning, mLearn 2014, Istanbul, Turkey, November 3-5, 2014. ... Malta (2010) McConatha, D., Penny, C., Schugar, J., Bolton, D.: Mobile pedagogy and perspectives on teaching and learning.
Author: Marco Kalz
This book constitutes the proceedings of the 13th World Conference on Mobile and Contextual Learning, mLearn 2014, held in Istanbul, Turkey, in November 2014. The 20 revised full papers and 17 short papers presented were carefully reviewed and selected from 65 submissions. The papers are organized in topical sections on technologies and interaction; tablets and ebook readers; learning and teaching inside and outside the classroom; learning design and design implications; evaluation and review studies; development and national perspectives; inquiry-based learning and science applications; work-based learning; theory; language learning; learner perspectives.
Podcasting and pedagogy. In D. McConatha, C. Penny, J. Schugar, & D. Bolton (Eds.), Mobile pedagogy and perspectives on teaching and learning (pp. 41–57). Hershey, PA: Information Science Reference; ...
Author: Epler, Pam
Publisher: IGI Global
Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. Models for Effective Service Delivery in Special Education Programs brings together case studies and academic research on successful classroom models and practices to provide rewarding learning environments for students with disabilities. This publication is an essential reference source for special education teachers, supervisors, directors, and administrators, as well as academicians and researchers interested in developing special education programs within school districts and classrooms.
Mobilizing mathematics: Case studies of mobile learning being used in mathematics education. ... New technologies, new pedagogies: Mobile learning in higher education. ... Mobile pedagogy and perspectives on teaching and learning.
Author: John Traxler
Mobile Learning: The Next Generation documents the most innovative projects in context-aware mobile learning in order to develop a richer theoretical understanding of learning in modern mobile-connected societies. Context-aware mobile learning takes advantage of cell phone, mobile, and pervasive personal technologies to design learning experiences that exploit the richness of both indoor and outdoor environments. These technologies detect a learner’s presence in a particular place, the learner’s history in that place or in relation to other people and objects nearby, and adapt learning experiences accordingly, enabling and encouraging learners to use personal and social technologies to capture aspects of the environment as learning resources, and to share their reactions to them.
Author: Management Association, Information ResourcesPublish On: 2015-10-02
Listening to an Educational Podcast While Walking or Jogging: Can Students Really Multitask? [IJMBL]. ... In D. McConatha, C. Penny, J. Schugar, & D. Bolton (Eds.), Mobile Pedagogy and Perspectives on Teaching and Learning (pp. 1–19).
Author: Management Association, Information Resources
Publisher: IGI Global
As modern technologies continue to develop and evolve, the ability of users to interface with new systems becomes a paramount concern. Research into new ways for humans to make use of advanced computers and other such technologies is necessary to fully realize the potential of 21st century tools. Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications gathers research on user interfaces for advanced technologies and how these interfaces can facilitate new developments in the fields of robotics, assistive technologies, and computational intelligence. This four-volume reference contains cutting-edge research for computer scientists; faculty and students of robotics, digital science, and networked communications; and clinicians invested in assistive technologies. This seminal reference work includes chapters on topics pertaining to system usability, interactive design, mobile interfaces, virtual worlds, and more.
A multiple-case study examining teachers' use of iPod touches in their pedagogical practices for English language learners. In D. McConatha, C. Penny, J. Schugar, & D. L. Bolton (Eds.), Mobile pedagogy and perspectives on teaching and ...
Author: Michael Orey
This book is an annual publication entering its 40th year. The series represents current trend and issues in the field of educational communications and technology, journals and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past four years. Volume 39 will feature a section on Information Studies, in addition to updated information about programs and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology.
Designing technology-enhanced learning environments in vocational education and training. ... In D. McConatha, C. Penny, J. Schugar, & D. Bolton (Eds.), Mobile pedagogy: Perspectives on teaching and learning (pp. 20–40).
Author: Selena Chan
Publisher: Springer Nature
This book gathers work from over a decade of study, and seeks to better understand and support how learners become tradespeople. The research programme applies recent concepts from neuroscience, educational psychology and technology-enhanced learning to explain and help overcome the challenges of learning in trades-learning contexts. Due to the complex and multifarious nature of the work characterising trade occupations, learning how to become a tradesperson requires a significant commitment in terms of time, along with physical and cognitive effort. All modalities (visual, aural, haptic etc.) and literacies (text, numerical, spatial etc.) are required when undertaking trade work. Manual dexterity and strength, coupled with the technical and tacit knowledge required for complex problem solving, not to mention suitable dispositional approaches, must all be learnt and focused on becoming a tradesperson. However, there is a substantial gap in the literature on 'how people learn a trade' and 'how to teach a trade'. In this book, contemporary teaching and learning approaches and strategies, as derived through practice-based participatory research, are used to highlight and discuss pragmatic solutions to facilitate the learning and teaching of trade skills, knowledge and dispositions. The approaches and strategies discussed include the implementation of technology-enhanced learning; project-based inquiry/problem-based learning; and recommendations to ensure learners are prepared for the future of work.
Teachers' perceptions towards ICTs in teachinglearning proves: Scale validity and reliability study. ... In D. McConatha, C. Penny, J. Schugar, & D. Bolton (Eds.), Mobile pedagogy and perspectives on teaching and learning (pp. 130–147).
Author: Dianne Chambers
Publisher: Emerald Group Publishing
Assistive technology consists of products and services that are designed to support students to augment, strengthen, or bypass areas of difficulty and that allow them to access the curriculum and social aspects of the classroom where they would not previously have had access.
Student Development of E-Workbooks: A Case for Situated-Technology Enhanced Learning (STEL) Using NetTablets. In D. McConatha, C. Penny, J. Schugar, & D. Bolton (Eds.), Mobile Pedagogy and Perspectives on Teaching and Learning (pp.
Author: Tatnall, Arthur
Publisher: IGI Global
Category: Technology & Engineering
Actor-Network Theory (ANT) has existed as a topic of interest among social theorists for decades. Due to the prevalence of technology in modern society, discussions over the influence of actor-network theory on the changing scope of technology can assist in facilitating further research and scientific thought. Technological Advancements and the Impact of Actor-Network Theory focuses on cross-disciplinary research as well as examples of the use of actor-network theory in a variety of fields, including medicine, education, business, engineering, environmental science, computer science, and social science. This timely publication is well-suited for reference use by academicians, researchers, upper-level students, and theorists.