The use of mobile learning in PK-12 education: A systematic review

Crompton, Helen; Burke, Diane; Gregory, Kristen H.

doi:10.1016/j.compedu.2017.03.013

Cited by 221 publications

(159 citation statements)

References 19 publications

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“…Esta revisión sistemática de la literatura parte de los enfoques sistemáticos y narrativos como una alternativa a las revisiones meta-analíticas y tradicionales (Okoli & Schabram, 2010). Por revisión sistemática se entiende el proceso de identificación, selección y síntesis de estudios de investigación primarios para proporcionar una imagen completa y actual del tema de estudio (Crompton, Burke, & Gregory, 2017). En este artículo la revisión tiene como objetivo proporcionar una panorámica completa de los usos educativos del término alfabetización transmedia (transmedia literacy).…”

Section: Métodounclassified

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Martínez

Serrat

Minguell

et al. 2018

Comysoc

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Comunicación y Sociedad, 33, septiembre-diciembre, 2018, pp. 15-40. Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura About the concept of transmedia literacy in the educational field. A literature review Juan González-Martínez http://orcid.org/0000-0002-9175-6369 elisabet serrat-sellabonaEn torno al movimiento mediático de la cultura participativa hay ya muchos enfoques educativos que empiezan a hablar de una alfabetización transmedia. Con una revisión sistemática de la literatura, concluimos que este concepto no se ha definido aún en el ámbito educativo, aunque existe consenso sobre algunos de sus componentes principales: transmedialidad, colaboración, prosumo y espíritu crítico. Palabras Clave: Revisión de literatura, transmedia, alfabetización transmedia, educación.Around the media movement of participatory culture, there are already many educational approaches that begin to speak of a transmedia literacy. With a systematic review of the literature, we conclude that this concept has not yet been defined in the educational field, although there is consensus on some of its main components: transmediality, collaboration, prosume and critical spirit.

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Section: Métodounclassified

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Martínez

Serrat

Minguell

et al. 2018

Comysoc

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“…Whilst an entire issue was devoted to TPACK in AJET (Harris et al, 2017), thereby increasing the instance of the keyword and phrase occurring, this also reflects a growing international research trend (e.g., Marin et al, 2018;Rosenberg & Koehler, 2015). "Mobile learning" was also a new key phrase in the abstract analysis, which is not surprising given the rise of mobile learning internationally (Crompton, Burke, & Gregory, 2017;Crompton, Burke, Gregory, & Gräbe, 2016;Krull & Duart, 2017). However, "mobile learning" was listed explicitly as a keyword in only 4% of articles, with "handheld devices" accounting for 7% of articles; a trend also found in CAE (Zawacki-Richter & Latchem, 2018).…”

Section: Keyword and Abstract Analysismentioning

confidence: 99%

“…These topics also strongly featured in the most cited articles published across 2013-2017 (Table 9). It is interesting to note that the article by Beckers, Dolmans, and van Merriënboer (2016) reflects a recent trend in educational technology towards conducting systematic reviews (e.g., Clark, Tanner-Smith, & Killingsworth, 2016;Crompton et al, 2017;Joksimovic et al, 2017). Examining pre-service teachers' design capacities for web-based twenty-first century new culture of learning Table 9 Most cited articles published in AJET 2013AJET -2017 …”

Section: Citation Analysismentioning

confidence: 99%

An analysis of the Australasian Journal of Educational Technology 2013-2017

Bond

Buntins

2018

AJET

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The Australasian Journal of Educational Technology (AJET) changed its editorial policy in 2013, to focus on higher education research and on improving journal submissions. This study analyses all articles (n = 256) in AJET from 2013-2017 to determine if there has been any change in research topics, methodologies, citations, and authorship since this editorial change, and compares findings to the analysis by Hadlock et al. (2014). The present analysis revealed that the percentage of combined methods research has doubled, although the top 10 most cited articles continue to be predominantly interpretative and inferential. Research has become more student-centred and focused particularly on online collaborative learning environments, and teacher skill and knowledge development, although research gaps exist in mobile learning and gamification. The results also highlight a lack of international collaboration amongst authors, and this is an area for future research.

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“…Faber & Visscher, 2016) since the application shows students their mistakes and immediately adapts the difficulty of the assignments to what a person shows to be capable of. So-called mobile-learning studies with a focus on these possibilities of educational applications showed positive overall group effects (Crompton et al, 2017;Sung et al, 2016;Wu et al, 2011). This study casts new light on the effects of mobile-learning, since it illustrates that digital feedback does not replace teacher-student interactions about mistakes and underlying problems.…”

Section: Discussion and Resultsmentioning

confidence: 99%

“…M-learning has been mostly studied by means of surveys and experimental methods with a focus on effectiveness (Crompton, Burke & Gregory, 2017;Wu et al, 2011). The majority of the in reviews included M-learning studies showed positive overall group effects (Crompton et al, 2017;Sung et al, 2016;Wu et al, 2011). How the use of these applications affects classroom interaction in which a teacher discusses learning with individual students has not been studied before.…”

Section: Educational Contextmentioning

confidence: 99%

Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

Gosen¹

2018

HUJE

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This paper is concerned with a Conversation Analytic (CA) study of teachers' demonstrations of epistemic access to a student's domain or territory of information in teacher-student interactions in a digital setting. It describes interactional practices analyzed in 12 excerpts with an explicit reference to information about students' progress provided by the digital system. It will be shown that teachers initiate interactions about already fulfilled assignments that are shown to be problematic. In the opening of the interaction, teachers more or less explicitly refer to the digital programme as an information source and/or to the hitches in student's progress. In the continuation of the interaction, teacher and student are concerned with a redoing of assignments. In this phase of the interaction, the teacher demonstrates epistemic access to possible causes for students' mistakes. In all cases, students do not show resistance to teachers' demonstrations of epistemic access to knowledge and experiences falling into their epistemic domain. The findings confirm teachers' and students' orientation to the educational context as being a specialized context where students' problems are not treated as 'theirs to know and describe'. The findings in this paper shed light on interactional practices in relation to epistemics, as well as on interactional practices in a digital setting.

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The use of mobile learning in PK-12 education: A systematic review

Cited by 221 publications

References 19 publications

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

An analysis of the Australasian Journal of Educational Technology 2013-2017

Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

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