Pedagogical Affordances of Smart Mobile Devices Integrated with Web 2.0 Tools to Enhance English Language Teaching and Learning

Sazalli, Nurhasmiza Abu Hasan

doi:10.1007/978-3-319-13416-1_31

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2017

2024

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“…However, studies indicated that some mobile educational applications do not fit with the needs and developmental levels of children. For instance, O. T. Murray and N. R. Olcese [3] revealed that several mobile applications have been developed without any strong theoretical pedagogies and frameworks. Additionally, many educational applications in the market have less criteria of high-quality educational mobile application such as the ambiguity of interface design, unclear instructions, and inappropriate content [4].…”

Section: Introductionmentioning

confidence: 99%

A Framework of Mobile Educational Application for Kindergarten Early Reading

Mohamad¹,

Lakulu²

2017

IJMA

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Section: Introductionmentioning

confidence: 99%

A Framework of Mobile Educational Application for Kindergarten Early Reading

Mohamad¹,

Lakulu²

2017

IJMA

View full text Add to dashboard Cite

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Distinctive mobile learning: where it is different and how it can make a difference

Quan

Grant

Hocking

et al. 2022

Interactive Learning Environments

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A Historical Review on Learning With Technology

Quan

Zhang

2024

Advances in Information Quality and Management

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Among the terms for technology-enhanced education, ‘e-learning' may be an umbrella one to cover various types; on the mobile platform, ‘mobile learning' or ‘m-learning' has gained a solid foothold. A historical review of the development from e-learning to m-learning may help draw a clearer picture of technology-enhanced education in history and in the future. The change of the major medium from computers to smartphones involves not only where learning may occur in the digital age but also how. M-learning shares some similarities with e-learning, for example, enhancing learner autonomy, yet facing the difficulty in assessing efficacy and effectiveness. In the meantime, with advancing mobile technology, m-learning can achieve higher portability and personalisation in three aspects: devices, materials, and learners. How to engage, retain, and motivate mobile learners in the informal and spontaneous settings merit more attention. Solid theoretical underpinnings and empirically validated practice in other disciplines may shed light on the avenues of future research.

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Pedagogical Affordances of Smart Mobile Devices Integrated with Web 2.0 Tools to Enhance English Language Teaching and Learning

Cited by 3 publications

References 3 publications

A Framework of Mobile Educational Application for Kindergarten Early Reading

A Framework of Mobile Educational Application for Kindergarten Early Reading

Distinctive mobile learning: where it is different and how it can make a difference

A Historical Review on Learning With Technology

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