Exploring Students’ Multimodal Mobile Use as Support for School Assignments

Abstract

Tiina Leino Lindell is Ph.D student at The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology, with specialization in mobile learning and multimodality. Her research focuses on how learning and communication occours in technology education, by using digital and multimodal resources. She also teaches students at high school level in a technology education. AbstractThis paper engages with how students use multimodality on mobile devices as support for school assignments. The broader aim of this pilot study is to explore understanding of teachers' and students' expressed experiences of students' multimodal mobile use. Focus group interviews and multimodal analysis have allowed investigation of the following research questions:-What experiences do teachers and students express from students' multimodal mobile use related to school assignments? -Which advantages and disadvantages have teachers and students expressed concerning students' multimodal mobile use as support for school assignments?The results show that students and teachers have many different experiences of students' multimodal mobile use related to school assignments. However, the use is limited in several ways. To a large extent teachers and students have expressed that multimodal mobile resources can be used advantageously by students to support school assignments for several purposes. Among disadvantages identified mobile device multimodality in some respects can be disruptive. The result also indicates that different multimodal mobile media have specific possibilities for supporting students' learning as it is related to school assignments.

Authoring and enactment of mobile pyramid‐based collaborative learning activities

“…Yet, how collaborative applications can be extrapolated to suit distance, face‐to‐face or blended scenarios need to be studied further (Jaldemark & Lindberg, ). In the literature of mCSCL, many studies had experimented upon K‐12 settings and there exists a need to study the impact of mobiles on collaborative learning in different levels of higher education where mobile technologies play significant roles in students' daily lives (Hsu & Ching, ; Lindell, Hrastinski, & Skogh, ).…”