A framework for sustainable mobile learning in schools

Ng, Wan; Nicholas, Howard

doi:10.1111/j.1467-8535.2012.01359.x

Cited by 129 publications

(97 citation statements)

References 19 publications

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“…Additionally we see a solution in making sustainability concrete with reference to the proposal of the Brundtland Commission (1987) to understand sustainability as development (p. 17). In this line of argumentation, we take up the proposal by Ng & Nicholas (2013) for a conversational procedure to attain sustainability for mobile learning. But the drive behind sustainability remains to maintain innovative processes, to achieve stability by working within operational procedures, to generalise implementation beyond single instances of mobile learning interventions.…”

Section: Resultsmentioning

confidence: 99%

“…To set up responsive contexts of development and learning by means of the mobile device. Ng & Nicholas, 2013) with hermeneutic procedures. Scenarios are not organized as an action plan within a curriculum to which a teacher or facilitator reacts.…”

Section: Learningmentioning

confidence: 99%

“…How can we combine this practical requirement for stability with its relational and provisional character? The proposals of Scott (2002) as well as Ng & Nicholas (2013), who put forward a discourse process model, are helpful in specifying, and working towards sustainability in mobile learning by way of, and within conversational, discursive processes. Our intention here is to contribute to a better understanding of sustainability through a conversational, discursive perspective by offering a set of tools supporting and enabling a systematic engagement with perpetual change.…”

mentioning

confidence: 99%

“…Following a similar line of argumentation, Ng & Nicholas (2013) designed a complex 'person-centred sustainable model for mobile learning', which focuses on discursive processes in learning and teaching and the interplay of teachers, students, parents, technical support, leadership and management, the wider community as well as mobile devices and their peripherals (see Ng & Nicholas 2013, p. 669).…”

mentioning

confidence: 99%

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Sustainability for Innovative Education – The Case of Mobile Learning

Bachmair

Pachler

2015

Journal of Interactive Media in Education

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The successful introduction of mobile learning into education is arguably premised on sustainability in the sense of an ability to maintain innovation over time and to become embedded into mainstream practice. This paper argues that such an endeavour requires a discursive approach, decoupling sustainability from the notion of unambiguity tendentiously inherent in technological paradigms. Learning with mobile devices is an educational response to societal transformation characterized among other things by the detraditionalization of established modes of media and communication in everyday life. Detraditionalization can be seen to refer to the process of breaking down, or challenging, traditional social structures but also encompasses rather more fundamental transformations in the spheres of politics, the economy and culture. In this paper, with particular but not exclusive reference to education, we focus on the tension between established institutions, systems, regulations and practices on the one hand, and emerging forms of teaching and learning afforded by new media and technology on the other. Delimitation (Beck and Lau, 2004), a central conceptual perspective discussed in this paper, can be viewed as one consequence of detraditionalization, namely the blurring of previously rigid boundaries (e.g. those pertaining to social class or political certainties). An important conceptual frame for this paper is the mobile complex (Pachler, Bachmair and Cook, 2010), which shapes mobile learning and results from the delimitation of structures, agency and practices. In turn delimitation does not lead to new, transformed but stabile features; instead it is characterised by provisionality. Provisionality is an important aspect of the continuous process of detraditionalization, where stable practices, norms and social structures are replaced by perpetually fluid and transient ones. The key issue under consideration here, therefore, is the interdependence of mobile learning and sustainability within societal structures, agency and cultural practices. The paper proposes some operational tools for the discussion and consideration of sustainability of mobile learning under the specific societal conditions of the mobile complex, i.e. the 'new normal' of provisionality.

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Section: Resultsmentioning

confidence: 99%

Section: Learningmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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Sustainability for Innovative Education – The Case of Mobile Learning

Bachmair

Pachler

2015

Journal of Interactive Media in Education

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“…Mobile devices provide various tools/applications to be used not only within an experimental laboratory, but also in theoretical classes, permitting a complement to the student's training and learning; this means it is better adapted to scientific method (Andújar et al, 2011). However, it is necessary to instruct students in the use of mobile devices (smartphones or tablets) for educational purposes in the classroom, as the correct implementation of this new methodology requires a series of requirements to be met (Ng & Nicholas, 2013).…”

Section: Introductionmentioning

confidence: 99%