Mobile Learning
Perspectives on Practice and Policy
1st Edition
Published on 2. January 2018
283 pages
978-1-64113-124-7 (ISBN)
Description
There can be no doubt that mobile technologies are here to stay. Global mobile traffic grew 74 percent in 2015 alone, with 563 million devices and connections added -- most of them tablets and Smartphones. This growth has been 4000-fold in the past 10 years and 400 million-fold in the past 15 years (Cisco, 2016). Mobile technologies permeate the lives of 21st century citizens as mainstays of organizational and institutional day-to-day operations, commerce, and communication and as tools used to support individuals' personal, social, and career responsibilities. In both the corporate and educational worlds, e- and m-learning and marketing with mobile technologies are moving forward at breakneck speed with, in many cases, a blurring of traditional sector boundaries.
As neither the technology nor the uses are static, exploring practices and policies that underpin this quickly shifting mobile technology context is crucial for ensuring its intelligent, purposeful, and equitable use. This edited book provides a venue for researchers to share their work on mobile learning with a focus on uses for mobiles in informal settings and PK-20 classrooms, language learning, mobile gaming, leadership and policy issues, and what mobile learning in the future may be. It assists researchers and educators to consider and answer questions such as: What is "mobile learning" today? How can mobiles be used to enable learning? How is mobile learning crossing or connecting economic, social, and/or cultural sectors? How do specific cultural practices with media influence mobile learning (e.g., youth practices, educator practices, parent practices, community practices)? What are policy and leadership implications in supporting mobile learning? What policies, practices, and/or pedagogical approaches are necessary to move forward with mobiles in schools or universities? In what ways is mobile learning impacting education; including how students learn and teachers teach? What will/ should/might mobile learning look like in the future?
As neither the technology nor the uses are static, exploring practices and policies that underpin this quickly shifting mobile technology context is crucial for ensuring its intelligent, purposeful, and equitable use. This edited book provides a venue for researchers to share their work on mobile learning with a focus on uses for mobiles in informal settings and PK-20 classrooms, language learning, mobile gaming, leadership and policy issues, and what mobile learning in the future may be. It assists researchers and educators to consider and answer questions such as: What is "mobile learning" today? How can mobiles be used to enable learning? How is mobile learning crossing or connecting economic, social, and/or cultural sectors? How do specific cultural practices with media influence mobile learning (e.g., youth practices, educator practices, parent practices, community practices)? What are policy and leadership implications in supporting mobile learning? What policies, practices, and/or pedagogical approaches are necessary to move forward with mobiles in schools or universities? In what ways is mobile learning impacting education; including how students learn and teachers teach? What will/ should/might mobile learning look like in the future?
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Content
1 - Front Cover [Seite 1]
2 - Mobile Learning [Seite 2]
3 - Perspectives on Practice and Policy [Seite 2]
3.1 - A Volume in Digital Media and Learning [Seite 2]
3.2 - Series Editors: [Seite 2]
3.3 - Rich Ling, Nanyang Technological University, Singapore Chris Holden, University of New Mexico [Seite 2]
4 - CONTENTS [Seite 6]
4.1 - PART I: POLICY CONTEXTS FOR MOBILE LEARNING [Seite 6]
4.1.1 - 1. Tensions Between the Local in the Global: A Cosmopolitan View of Mobile Learning Initiatives [Seite 6]
4.1.2 - 2. The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling [Seite 6]
4.1.3 - 3. Mobile Learning Curricula: Policy and Potential [Seite 6]
4.1.4 - 4. U.S. Tweens Talk About Mobile Phones: Dominant Discourses, Danger, and the Importance of Information Seeking [Seite 6]
4.2 - PART II: CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING [Seite 6]
4.2.1 - 5. STEMlandia: Using Mobile Technology to Get 'Em Outside [Seite 6]
4.2.2 - 6. Community Inquiry With Mobile Asset Mapping [Seite 7]
4.2.3 - 7. We Got This: Toward a Facilitator-Youth "Apprenticeship" Approach to Supporting Collaboration and Design Challenges in Youth-Designed Mobile Location-Based Games [Seite 7]
4.2.4 - 8. Augmenting National Historical Parks: A Pilot Study for Harpers Ferry [Seite 7]
4.3 - PART III: MOBILE LEARNING IN PRE-K-12 EDUCATIONAL SETTINGS [Seite 7]
4.3.1 - 9. Piecing the Puzzle Together: Building a Dialogue for Engaging Multiple Disciplines in Inquiry-Based Mobile Learning Through Professional Development [Seite 7]
4.3.2 - 10. Digital Leadership in Rural Middle School: Preparing Effective 21st Century Digital Citizens Via a Mobile Learning Curriculum [Seite 7]
4.3.3 - 11. BYOD in the Art Classroom: A Framework for Studio Learning [Seite 7]
4.3.4 - 12. Your iPhone Cannot Escape History, and Neither Can You: Self-Reflexive Design for a Mobile History Learning Game [Seite 7]
4.4 - Digital Media and Learning [Seite 3]
4.5 - Mobile Learning [Seite 4]
4.6 - Perspectives on Practice and Policy [Seite 4]
4.6.1 - Edited by [Seite 4]
4.6.2 - Danielle Herro Clemson University [Seite 4]
4.6.3 - Sousan Arafeh Southern Connecticut State University [Seite 4]
4.6.4 - Richard Ling Nanyang Technological University [Seite 4]
4.6.5 - and [Seite 4]
4.6.6 - Chris Holden University of New Mexico [Seite 4]
4.6.6.1 - Information Age Publishing, Inc. [Seite 4]
4.6.6.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
4.6.6.3 - Foreword [Seite 8]
4.6.6.3.1 - John Traxler [Seite 8]
4.6.6.3.2 - Professor of Digital Learning, Institute of Education, University of Wolverhampton [Seite 8]
4.6.6.4 - Preface [Seite 14]
4.7 - PART I [Seite 20]
4.7.1 - POLICY CONTEXTS FOR MOBILE LEARNING [Seite 20]
4.8 - CHAPTER 1 [Seite 22]
4.8.1 - Tensions Between the Local in the Global [Seite 22]
4.8.1.1 - Judith Dunkerly-Bean and Helen Crompton [Seite 22]
4.8.1.2 - Old Dominion University [Seite 22]
4.8.1.3 - Char Moffit [Seite 22]
4.8.1.4 - California State University, Chico [Seite 22]
4.8.1.4.1 - UNESCO [Seite 24]
4.8.1.4.2 - USAID [Seite 24]
4.8.1.4.3 - The World Bank [Seite 24]
4.8.1.5 - Theoretical Framework [Seite 25]
4.8.1.6 - Method of Review [Seite 26]
4.8.1.6.1 - Overview of Mobile Learning [Seite 26]
4.8.1.6.2 - Early Childhood Education [Seite 27]
4.8.1.6.3 - Mobile Learning for Literacy [Seite 30]
4.8.1.6.4 - Teacher Education and Professional Development [Seite 33]
4.8.1.7 - Conclusion [Seite 36]
4.8.1.8 - References [Seite 38]
4.9 - CHAPTER 2 [Seite 42]
4.9.1 - The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling [Seite 42]
4.9.1.1 - Liz Kolb [Seite 42]
4.9.1.2 - University of Michigan [Seite 42]
4.9.1.3 - A Focus on North American and European School Systems [Seite 43]
4.9.1.4 - Common Approaches Mobile Learning Defined [Seite 45]
4.9.1.5 - VISIONARY LEADERSHIP [Seite 48]
4.9.1.6 - PROFESSIONAL DEVELOPMENT [Seite 49]
4.9.1.7 - DEVICE POLICY [Seite 51]
4.9.1.8 - DIGITAL INFRASTRUCTURE [Seite 52]
4.9.1.9 - COMMUNITY PARTNERSHIP AND CONSIDERATIONS FOR EQUITY [Seite 52]
4.9.1.10 - Digital Citizenship, Cybersafety, and Etiquette for Students [Seite 54]
4.9.1.11 - Responsible Use Policies and Student Data Privacy [Seite 54]
4.9.1.12 - Mobile Program Assessment [Seite 55]
4.9.1.13 - Discussion and Recommendations [Seite 56]
4.9.1.14 - NOTES [Seite 57]
4.9.1.15 - References [Seite 57]
4.9.2 - Table 2.1. The Benefits and Drawbacks of Different Mobile Learning Approaches [Seite 46]
4.9.3 - Table 2.1. (Continued) [Seite 47]
4.10 - CHAPTER 3 [Seite 64]
4.10.1 - Mobile Learning Curricula [Seite 64]
4.10.1.1 - David Parsons [Seite 64]
4.10.1.2 - The Mind Lab by Unitec [Seite 64]
4.10.1.3 - Kathryn MacCallum [Seite 64]
4.10.1.4 - School of Computing, Eastern Institute of Technology [Seite 64]
4.10.1.5 - The Mobile Digital Classroom [Seite 65]
4.10.1.5.1 - Defining the Role of Mobility Within Education [Seite 66]
4.10.1.5.2 - Exploring Mobile Learning Affordances [Seite 67]
4.10.1.6 - Digital Proficiency, Digital Literacy, Digital Fluency [Seite 68]
4.10.1.6.1 - Mobile Digital Fluency [Seite 70]
4.10.1.7 - Exploring the Digital Curriculum [Seite 70]
4.10.1.8 - Mobile Technology Within the Curriculum [Seite 72]
4.10.1.8.1 - The Challenges of Developing a Mobile Curriculum [Seite 75]
4.10.1.9 - A Mobile Learning Curriculum Structure [Seite 77]
4.10.1.9.1 - Figure 3. 1. The Ziggurat of mobile learning: A proposed mobile learning curriculum structure. [Seite 78]
4.10.1.10 - Summary and Conclusions [Seite 79]
4.10.1.11 - References [Seite 80]
4.11 - CHAPTER 4 [Seite 84]
4.11.1 - U.S. Urban Tweens Talk About Mobile Phones [Seite 84]
4.11.1.1 - Sousan Arafeh, Michael Kuszpa, Meghan Weller, and Thomas Mitchell [Seite 84]
4.11.1.2 - Southern Connecticut State University [Seite 84]
4.11.1.3 - Introduction [Seite 84]
4.11.1.4 - The Case and Context for Studying the Mobile Learning of Urban Tweens [Seite 86]
4.11.1.4.1 - What Is Mobile Learning? [Seite 86]
4.11.1.4.2 - "Tweens" in the Middle Grades [Seite 87]
4.11.1.4.3 - Research on Mobile Phones and Youth [Seite 88]
4.11.1.4.4 - Research on Mobile Phones and Urban Youth [Seite 89]
4.11.1.5 - Study Approach and Methods [Seite 91]
4.11.2 - Table 4.1. Selected Demographics of Participating Schools [Seite 92]
4.11.3 - Table 4.2. Demographics of Student Focus Group Participants [Seite 92]
4.11.3.1 - Findings [Seite 93]
4.11.3.1.1 - Findings From the Focus Groups [Seite 93]
4.11.3.1.2 - Urban Tweens Report That the "Digital Disconnect" Persists: Urban Youth Do Not Use Mobile Phones For Learning at School [Seite 93]
4.11.3.1.3 - Urban Tweens Displayed Luke-Warm Interest in Social/ Recreational Mobile Phone Behavior and Prioritized Entertainment, Kin-Keeping, and Emergency Use [Seite 94]
4.11.3.1.4 - Urban Tweens Reported Instrumental Information Seeking as the Primary Component of Their Mobile-Phone-Facilitated Learning [Seite 94]
4.11.3.1.5 - Urban Tweens Seemed to Prefer Video, Not Text, as Their Mobile Phone Information Source for Learning About Content and Processes [Seite 96]
4.11.3.1.6 - Certain Male Tweens Reported Using Their Mobile Phones to Seek Information About Troubling or Dangerous Matters (i.e., Guns, Prison, Dark Web) [Seite 97]
4.11.3.1.6.1 - Findings From the Literature Analysis [Seite 99]
4.11.3.1.6.2 - The Structuring Impact of Dominant Discourses of Youth and Digital Technology [Seite 100]
4.11.3.1.7 - The Discourse Of Counting and Categorization [Seite 100]
4.11.3.1.8 - The Discourse of Game-Based Learning [Seite 101]
4.11.3.1.9 - The Discourse of Technology Practices and Learning In Youth Culture [Seite 102]
4.11.3.1.10 - The Disconnected Discourse of Technology-Based Learning for Education [Seite 102]
4.11.3.1.11 - The Discourse of Mobile Phones and Teen Deviance [Seite 103]
4.11.3.1.12 - Notably Absent: A Discourse on Information Seeking [Seite 103]
4.11.3.1.12.1 - Information Seeking [Seite 103]
4.11.3.2 - Discussion and Conclusion [Seite 104]
4.11.3.3 - Acknowledgments [Seite 107]
4.11.3.4 - Notes [Seite 107]
4.11.3.5 - References [Seite 107]
4.11.4 - PART II [Seite 112]
4.11.4.1 - CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING [Seite 112]
4.12 - CHAPTER 5 [Seite 114]
4.12.1 - STEMlandia [Seite 114]
4.12.1.1 - James L. Larsen Jodi Asbell-Clarke Barbara MacEachern Elizabeth Rowe [Seite 114]
4.12.1.2 - Educational Gaming Environments (EdGE) at TERC [Seite 114]
4.12.1.3 - Theoretical and Practical Grounding for Digital Outdoor Learning Adventures [Seite 115]
4.12.1.3.1 - Reconnecting With the Natural World [Seite 115]
4.12.1.3.2 - Leveraging Mobile Technologies [Seite 116]
4.12.1.3.3 - Pokémon Go: A Game for the Hybrid Mind Generation [Seite 118]
4.12.1.4 - STEMLANDIA: OUTDOOR DIGITAL ADVENTURES [Seite 119]
4.12.1.5 - Building STEMcaches: Nature's Apprentice [Seite 121]
4.12.1.5.1 - Design and Implementation of Nature's Apprentice [Seite 121]
4.12.1.5.2 - Identify a Connection [Seite 122]
4.12.1.5.3 - Identify Desired Results [Seite 123]
4.12.1.6 - Research on Nature's Apprentice [Seite 124]
4.12.1.6.1 - 1. What drew participants to the Nature's Apprentice experience? [Seite 124]
4.12.1.6.2 - 2. How did participants make use of the Nature's Apprentice tools and resources? [Seite 124]
4.12.1.6.3 - 3. What did participants find worthwhile in the Nature's Apprentice experience? What did they find challenging or frustrating? [Seite 124]
4.12.1.6.4 - 4. How likely are they to participate again? Encourage others to participate? Why? [Seite 124]
4.12.1.6.5 - Sample and Data Sources [Seite 124]
4.12.1.6.6 - Research Question 1: What Drew Participants to the Nature's Apprentice experience? [Seite 125]
4.12.1.6.7 - Research Question 2: How Did Participants Make Use of the Nature's Apprentice Tools and Resources? [Seite 126]
4.12.2 - Table 5.1. Number of Participants Finding Each STEMcache in Nature's Apprentice [Seite 126]
4.12.2.1 - Research Question 3: What Did Participants Find Worthwhile in the Nature's Apprentice Experience? What Did They Find Challenging or Frustrating? [Seite 127]
4.12.2.2 - Research Question 4: How Likely Are They to Participate Again? Encourage Others to Participate? Why? [Seite 128]
4.12.2.3 - Next Steps: Build Your Own STEMcaches [Seite 128]
4.12.2.3.1 - 1. Experience a STEMlandia Story-Working with local educators, create two or three STEMcache adventures for their learners to experience. Once created, these will be used to introduce learners to the concept of a STEMlandia Story. The STEMcache adv... [Seite 130]
4.12.2.3.2 - 2. Create a Community Asset Map-Working with educators and their students, explore the local community and construct a map of resources (people, places, and things) that will help in the design process and creation of relevant STEMlandia Stories. [Seite 130]
4.12.2.3.3 - 3. Define Potential Stories and STEMcache Locations-Support educators and learners in using the Community Asset Map to focus on stories and locations of interest that can define the STEMcaches. For example, one school in the Southwest we are lookin... [Seite 130]
4.12.2.3.4 - 4. Storyboard a Narrative and STEMcaches-After deciding on a narrative and potential STEMcache locations, learners will create a paper version to test using an iterative design process. This will allow learners to focus on content rather than getti... [Seite 130]
4.12.2.3.5 - 5. Create STEMlandia Story Assets-Once the narrative, locations, and STEMcaches are defined, paper tested, and approved, learners will create the physical and digital assets that comprise the mobile adventure. This will include a physical STEMcache... [Seite 130]
4.12.2.3.6 - 6. Create Mobile STEMlandia Story (or Stories) for Testing-Using the appropriate authoring tool, a digital version to release to the intended audience will be created, tested and finalized for launch. [Seite 130]
4.12.2.3.7 - 7. Revise and Define a Launch Event-A target launch date for the mobile learning experience will then be set based on the needs of the project. If it is only meant to be shared with a specific school community, the launch might be tied to a schoolw... [Seite 131]
4.12.2.3.8 - 8. Launch STEMlandia Story-Release the STEMlandia mobile experience to the target audience on the launch date and pay particular attention to how best to support and maintain the adventure for its duration. Initially, all adventures are meant to be... [Seite 131]
4.12.2.3.9 - 9. Reflection and Long-Term strategies-Once an adventure has been completed, it might be archived, improved upon, or extended depending on feedback from the community and local needs. [Seite 131]
4.12.2.4 - Discussion [Seite 131]
4.12.2.4.1 - Studying How People Learn in Digital Outdoor Experiences [Seite 131]
4.12.2.5 - Author Note [Seite 133]
4.12.2.6 - References [Seite 133]
4.12.2.6.1 - Figure 6. 3. Map detail of Adam's daily rounds. [Seite 149]
4.13 - CHAPTER 6 [Seite 138]
4.13.1 - Community Inquiry With Mobile Asset Mapping [Seite 138]
4.13.1.1 - Ryan M. Rish [Seite 138]
4.13.1.2 - University at Buffalo (SUNY) [Seite 138]
4.13.1.3 - Aijuan Cun [Seite 138]
4.13.1.4 - University at Buffalo (SUNY) [Seite 138]
4.13.1.5 - Abigail Gloss [Seite 138]
4.13.1.6 - State University of New York at Fredonia [Seite 138]
4.13.1.7 - Merve Pamuk [Seite 138]
4.13.1.8 - University at Buffalo (SUNY) [Seite 138]
4.13.1.9 - Community Inquiry [Seite 139]
4.13.1.9.1 - Inquiry Cycle [Seite 140]
4.13.1.10 - Community Context [Seite 141]
4.13.1.10.1 - Adam's Mobility [Seite 142]
4.13.2 - Table 6.1. Demographic Data [Seite 143]
4.13.2.1 - Mobile Asset Mapping [Seite 144]
4.13.2.1.1 - Mobile Tools [Seite 144]
4.13.2.2 - Orienting Adam to the Mobile Devices [Seite 145]
4.13.2.3 - Adam's Inquiry Project [Seite 146]
4.13.2.3.1 - Ask: Identifying the Sports Opportunities [Seite 147]
4.13.3 - Table 6.2. Daily Rounds Data Form Design [Seite 148]
4.13.3.1 - Investigate: Collecting Data About the Sports Opportunities [Seite 149]
4.13.3.2 - Create: Making a Story Map [Seite 152]
4.13.3.3 - Discuss: Shaping the Community Inquiry [Seite 154]
4.13.3.4 - Reflect: Considering the Significance [Seite 155]
4.13.3.5 - Discussion [Seite 156]
4.13.3.6 - Implications [Seite 158]
4.13.3.7 - References [Seite 159]
4.13.3.7.1 - Figure 6. 1. The community inquiry cycle. [Seite 141]
4.13.3.7.2 - Figure 6. 2. Adam's hand-drawn map of Orchard Park. [Seite 147]
4.13.3.7.3 - Figure 6. 5. Adam's Story Map using the spyglass template. [Seite 153]
4.13.4 - Table 6.3. Sports Opportunities Data Form Design [Seite 150]
4.13.4.1 - Figure 6. 4. Adam using the Collector app outside his high school. [Seite 152]
4.14 - CHAPTER 7 [Seite 162]
4.14.1 - We Got This [Seite 162]
4.14.1.1 - Sara Vogel [Seite 162]
4.14.1.2 - The Graduate Center of the City University of New York [Seite 162]
4.14.1.3 - Judy Perry [Seite 162]
4.14.1.4 - Massachusetts Institute of Technology [Seite 162]
4.14.1.5 - WHAT SKILLS CAN LBAR GAME DESIGNERS GAIN? [Seite 164]
4.14.1.6 - WHAT CHALLENGES DO LBAR GAME MAKERS FACE? [Seite 165]
4.14.1.6.1 - Challenges Stemming From the Novelty and Complexity of the LBAR Design Process [Seite 165]
4.14.1.6.2 - Challenges Arising From the Collaborative Nature of the Project [Seite 166]
4.14.1.7 - Our Context [Seite 166]
4.14.2 - Table 7.1. Summary Description of Youth Game Design Program Sites Included in the Study [Seite 168]
4.14.2.1 - CONDUCTING OUR RESEARCH [Seite 168]
4.14.2.2 - IMPROVING PROGRAM DESIGN ACROSS ITERATIONS [Seite 171]
4.14.2.2.1 - Figure 7. 1. Screenshots of the introduction (left) and a nonplayer character (NPC) (right) in "Paths of the Forgotten: Ghosts of Hunts Point." This location- based mobile game was produced by youth as part of a summer program at a community cent... [Seite 172]
4.14.2.2.2 - Brainstorming, Evaluating, and Selecting Ideas for the Game [Seite 173]
4.14.2.2.3 - Iteration 1-Spring Approach: Unwittingly Fostering Competition [Seite 173]
4.14.2.2.4 - Iteration 2-Summer Approach: Structuring Compromises [Seite 175]
4.14.2.2.4.1 - Figure 7. 2. Youth in a summer implementation evaluate the pros/cons of a potential game location during a group brainstorm at the museum. Ideas are voiced, included, and synthesized from a range of participants. [Seite 176]
4.14.2.2.4.2 - Figure 7. 3. One of many pages of ideas generated by youth during a summer implementation at a community center. Participants brainstormed numerous preliminary ideas for a potential mobile game, enabling a wide number of voices to contribute ideas. [Seite 178]
4.14.2.2.4.3 - Figure 7. 4. Facilitators organized youth ideas into relevant categories and created structures for youth to "vote" for components of a mobile game design which they liked, allowing ideas from multiple youth designers to potentially combine into ... [Seite 178]
4.14.2.2.4.4 - Designing the First Paper Prototype to Test the Game Concept [Seite 179]
4.14.2.2.5 - Iteration 1-Spring Approach: A Shaky Foundation [Seite 180]
4.14.2.2.6 - Iteration 2-Summer Approach: Fast-Tracking Youth Over the Synthesis Hurdle, Transparently [Seite 181]
4.14.2.2.6.1 - Figure 7. 5. A proposal for a mobile game structure consisting of youth's ideas, as synthesized by facilitators. [Seite 182]
4.14.2.3 - Discussion [Seite 183]
4.14.2.3.1 - Figure 7. 6. A model of increasing levels of potential adult/facilitator support, from least (left) to most (right) supporting collaborative youth creation of LBAR games. [Seite 184]
4.14.2.4 - ACKNOWLEDGMENTS [Seite 185]
4.14.2.5 - NOTE [Seite 185]
4.14.2.6 - REFERENCES [Seite 185]
4.15 - CHAPTER 8 [Seite 188]
4.15.1 - Augmenting National Historical Parks [Seite 188]
4.15.1.1 - Laura A. Gillespie [Seite 188]
4.15.1.2 - University of Baltimore [Seite 188]
4.15.1.3 - Frameworks Informing Game Design and Game Play [Seite 190]
4.15.1.3.1 - History Education [Seite 190]
4.15.1.3.2 - Broader Learning Theories [Seite 191]
4.15.1.3.3 - Constructivism and Communities of Practice [Seite 191]
4.15.1.3.4 - Situated Cognition [Seite 191]
4.15.1.3.4.1 - AR Games for Historical Sites [Seite 192]
4.15.1.3.4.2 - Immersion and Engagement [Seite 193]
4.15.1.4 - CONCEPTUAL FRAMEWORK [Seite 193]
4.15.1.4.1 - Figure 8. 1. Conceptual framework. [Seite 194]
4.15.1.4.2 - Designing Insurrection [Seite 195]
4.15.1.4.3 - Design Framework [Seite 196]
4.15.1.4.3.1 - Figure 8. 2. Augmented reality on the virtuality continuum. [Seite 197]
4.15.1.4.4 - Building the Game [Seite 198]
4.15.1.4.4.1 - Figure 8. 4. Screenshots from Insurrection. [Seite 200]
4.15.1.4.5 - Methodology [Seite 201]
4.15.1.5 - CONCLUDING THOUGHTS [Seite 203]
4.15.1.6 - REFERENCES [Seite 204]
4.15.2 - PART III [Seite 208]
4.15.2.1 - MOBILE LEARNING IN PRE-K-12 EDUCATIONAL SETTINGS [Seite 208]
4.16 - CHAPTER 9 [Seite 210]
4.16.1 - Piecing the Puzzle Together [Seite 210]
4.16.1.1 - Cynthia C. Minchew Deaton and Sandra M. Linder [Seite 210]
4.16.1.2 - Clemson University [Seite 210]
4.16.1.3 - Benjamin E. Deaton [Seite 210]
4.16.1.4 - Anderson University [Seite 210]
4.16.1.5 - Integrated Approach to Mobile Learning Professional Development [Seite 211]
4.16.1.6 - DESIGNING AND IMPLEMENTATION OF AN INTEGRATED PROFESSIONAL DEVELOPMENT [Seite 212]
4.16.1.7 - EXAMINING OUR INTEGRATED MODEL OF PROFESSIONAL DEVELOPMENT [Seite 215]
4.16.1.7.1 - Methods [Seite 216]
4.16.1.7.2 - Participants [Seite 216]
4.16.2 - Table 9.1. Participants [Seite 217]
4.16.2.1 - Data Collection [Seite 216]
4.16.2.1.1 - 1. Technology Knowledge: TK (Items 1-6) [Seite 217]
4.16.2.1.2 - 2. Content Knowledge: CK (mathematics, social studies, science, and literacy) (Items 7-18) [Seite 217]
4.16.2.1.3 - 3. Pedagogical Knowledge: PK (19-25) [Seite 217]
4.16.2.1.4 - 4. Pedagogical Content Knowledge: PCK (Items 26-29) [Seite 217]
4.16.2.1.5 - 5. Technological Content Knowledge: TCK (Items 30-33) [Seite 217]
4.16.2.1.6 - 6. Technological Pedagogical Knowledge: TPK (Items 34-42) [Seite 217]
4.16.2.1.7 - 7. Technology Pedagogy and Content Knowledge: TPACK (Items 43-46). [Seite 217]
4.16.2.2 - Data Analysis [Seite 219]
4.16.2.3 - Findings [Seite 219]
4.16.2.4 - Nature of CML Participants' Self-Efficacy for Integrating [Seite 219]
4.16.3 - Table 9.2. Mean Construct Scores [Seite 220]
4.16.3.1 - Effective Mobile Learning Integration [Seite 221]
4.16.3.2 - Issues With Implementation of Mobile Learning [Seite 223]
4.16.3.3 - MAKING A CASE FOR INTEGRATING MOBILE LEARNING WITH AN INQUIRY-BASED APPROACH [Seite 224]
4.16.3.4 - CONCLUSION AND IMPLICATIONS [Seite 225]
4.16.3.5 - Acknowledgment [Seite 226]
4.16.3.6 - References [Seite 226]
4.17 - CHAPTER 10 [Seite 230]
4.17.1 - Digital Leadership in Rural Middle School [Seite 230]
4.17.1.1 - Jennifer L. Motter [Seite 230]
4.17.1.2 - Forest Hills Junior-Senior High School, Sidman, PA [Seite 230]
4.17.1.3 - BRIDGING THE DIGITAL GAP: PROVIDING MOBILE TECHNOLOGIES TO RURAL MIDDLE SCHOOL STUDENTS [Seite 232]
4.17.1.4 - EMBRACING PROGRESSIVE MOBILE TECHNOLOGIES IN PRE-K-12 [Seite 234]
4.17.1.5 - Mobile Technology Course Development [Seite 234]
4.17.1.5.1 - Curriculum Mapping for Mobile Learning [Seite 235]
4.17.1.5.2 - Mobile Learning Curriculum: Devices and Content [Seite 235]
4.17.1.6 - IMPLICATIONS FOR MOBILE TECHNOLOGY IMPLEMENTATION [Seite 237]
4.17.1.6.1 - Mobile 3D Design and Printing [Seite 238]
4.17.1.7 - Supporting Student Learning: Potential of Mobile Technologies [Seite 239]
4.17.1.7.1 - Student Perspectives on Mobile Learning [Seite 239]
4.17.1.7.1.1 - Figure 10. 1. Student perspectives on Mobile Technology. This figure represents students' end of the school year perspectives on their learning experiences in Mobile Technology. [Seite 240]
4.17.1.7.1.2 - Figure 10. 3. Student confidence Using Google Classroom. This figure represents students' comfort- and confidence-level using Google Classroom at the end of the school year. [Seite 241]
4.17.1.7.1.3 - Figure 10. 4. Student app usage at home. This figure represents student usage of apps covered in the classroom at home. [Seite 242]
4.17.1.8 - CHALLENGES OF USING MOBILE TECHNOLOGIES AS INSTRUCTIONAL TOOLS [Seite 243]
4.17.1.8.1 - Access and Experience [Seite 243]
4.17.1.8.2 - Time [Seite 243]
4.17.1.8.3 - Anonymity [Seite 244]
4.17.1.9 - CALL FOR FUTURE DIGITAL LEADERSHIP AND PRACTICE IN PRE-K-12 [Seite 244]
4.17.1.10 - References [Seite 245]
4.18 - CHAPTER 11 [Seite 250]
4.18.1 - BYOD in the Art Classroom [Seite 250]
4.18.1.1 - Aysenur Ozyer [Seite 250]
4.18.1.2 - University of Colorado Denver [Seite 250]
4.18.1.3 - Kyle Roberts [Seite 250]
4.18.1.4 - Cherry Creek School District, Castle Rock, CO [Seite 250]
4.18.1.5 - Brent G. Wilson [Seite 250]
4.18.1.6 - University of Colorado Denver [Seite 250]
4.18.1.7 - Mobile Learning and Bring-Your-Own-Device Flexibility [Seite 251]
4.18.1.8 - ACTIVE LEARNING [Seite 252]
4.18.1.9 - FLIPPED LEARNING [Seite 253]
4.18.1.10 - ART STUDIO: A FRAMEWORK [Seite 253]
4.18.1.11 - MR. ROBERTS' ART CLASSROOM [Seite 254]
4.18.1.11.1 - The Learning Studio [Seite 255]
4.18.2 - Table 11.1. Student Learning Activities Linked to Goals and Tools [Seite 256]
4.18.2.1 - Figure 11. 1. Mr. Roberts's sketch depicting his art classroom and student learning. [Seite 257]
4.18.2.2 - Everyday Activities [Seite 258]
4.18.2.3 - Learning and Teaching Benefits [Seite 259]
4.18.2.4 - Other Classes [Seite 260]
4.18.2.5 - IMPLICATIONS [Seite 262]
4.18.2.6 - Concluding Thoughts [Seite 263]
4.18.2.7 - References [Seite 263]
4.19 - CHAPTER 12 [Seite 266]
4.19.1 - Your iPhone Cannot Escape History, and Neither Can You [Seite 266]
4.19.1.1 - Owen Gottlieb [Seite 266]
4.19.1.2 - Rochester Institute of Technology [Seite 266]
4.19.1.3 - GAME DESIGN FOR RESEARCH AND LEARNING [Seite 267]
4.19.1.3.1 - Self-Reflexivity as a Means of Tying the Past to the Immediate Present [Seite 268]
4.19.1.3.2 - History: Preparing Engaged Citizens With Enduring Themes [Seite 269]
4.19.1.3.3 - Self-Reflexivity, Political and Civic Engagement, and Design Choices [Seite 272]
4.19.1.4 - SELF-REFLEXIVE DESIGN IN THE FIELD: JEWISH TIME JUMP: NEW YORK [Seite 273]
4.19.1.4.1 - Initial Design Drawn From Theory [Seite 273]
4.19.1.4.2 - Learning From Implementation Challenges [Seite 275]
4.19.1.4.3 - Beyond Iterative Game Design and Into Curriculum [Seite 277]
4.19.1.5 - CONCLUSIONS [Seite 278]
4.19.1.6 - NOTES [Seite 280]
4.19.1.7 - References [Seite 281]
4.19.2 - About the Contributors [Seite 284]
4.19.2.1 - ABOUT THE EDITORS [Seite 284]
4.19.2.2 - about the authors [Seite 285]
4.20 - About the Contributors [Seite 284]
4.21 - Back Cover [Seite 292]
2 - Mobile Learning [Seite 2]
3 - Perspectives on Practice and Policy [Seite 2]
3.1 - A Volume in Digital Media and Learning [Seite 2]
3.2 - Series Editors: [Seite 2]
3.3 - Rich Ling, Nanyang Technological University, Singapore Chris Holden, University of New Mexico [Seite 2]
4 - CONTENTS [Seite 6]
4.1 - PART I: POLICY CONTEXTS FOR MOBILE LEARNING [Seite 6]
4.1.1 - 1. Tensions Between the Local in the Global: A Cosmopolitan View of Mobile Learning Initiatives [Seite 6]
4.1.2 - 2. The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling [Seite 6]
4.1.3 - 3. Mobile Learning Curricula: Policy and Potential [Seite 6]
4.1.4 - 4. U.S. Tweens Talk About Mobile Phones: Dominant Discourses, Danger, and the Importance of Information Seeking [Seite 6]
4.2 - PART II: CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING [Seite 6]
4.2.1 - 5. STEMlandia: Using Mobile Technology to Get 'Em Outside [Seite 6]
4.2.2 - 6. Community Inquiry With Mobile Asset Mapping [Seite 7]
4.2.3 - 7. We Got This: Toward a Facilitator-Youth "Apprenticeship" Approach to Supporting Collaboration and Design Challenges in Youth-Designed Mobile Location-Based Games [Seite 7]
4.2.4 - 8. Augmenting National Historical Parks: A Pilot Study for Harpers Ferry [Seite 7]
4.3 - PART III: MOBILE LEARNING IN PRE-K-12 EDUCATIONAL SETTINGS [Seite 7]
4.3.1 - 9. Piecing the Puzzle Together: Building a Dialogue for Engaging Multiple Disciplines in Inquiry-Based Mobile Learning Through Professional Development [Seite 7]
4.3.2 - 10. Digital Leadership in Rural Middle School: Preparing Effective 21st Century Digital Citizens Via a Mobile Learning Curriculum [Seite 7]
4.3.3 - 11. BYOD in the Art Classroom: A Framework for Studio Learning [Seite 7]
4.3.4 - 12. Your iPhone Cannot Escape History, and Neither Can You: Self-Reflexive Design for a Mobile History Learning Game [Seite 7]
4.4 - Digital Media and Learning [Seite 3]
4.5 - Mobile Learning [Seite 4]
4.6 - Perspectives on Practice and Policy [Seite 4]
4.6.1 - Edited by [Seite 4]
4.6.2 - Danielle Herro Clemson University [Seite 4]
4.6.3 - Sousan Arafeh Southern Connecticut State University [Seite 4]
4.6.4 - Richard Ling Nanyang Technological University [Seite 4]
4.6.5 - and [Seite 4]
4.6.6 - Chris Holden University of New Mexico [Seite 4]
4.6.6.1 - Information Age Publishing, Inc. [Seite 4]
4.6.6.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
4.6.6.3 - Foreword [Seite 8]
4.6.6.3.1 - John Traxler [Seite 8]
4.6.6.3.2 - Professor of Digital Learning, Institute of Education, University of Wolverhampton [Seite 8]
4.6.6.4 - Preface [Seite 14]
4.7 - PART I [Seite 20]
4.7.1 - POLICY CONTEXTS FOR MOBILE LEARNING [Seite 20]
4.8 - CHAPTER 1 [Seite 22]
4.8.1 - Tensions Between the Local in the Global [Seite 22]
4.8.1.1 - Judith Dunkerly-Bean and Helen Crompton [Seite 22]
4.8.1.2 - Old Dominion University [Seite 22]
4.8.1.3 - Char Moffit [Seite 22]
4.8.1.4 - California State University, Chico [Seite 22]
4.8.1.4.1 - UNESCO [Seite 24]
4.8.1.4.2 - USAID [Seite 24]
4.8.1.4.3 - The World Bank [Seite 24]
4.8.1.5 - Theoretical Framework [Seite 25]
4.8.1.6 - Method of Review [Seite 26]
4.8.1.6.1 - Overview of Mobile Learning [Seite 26]
4.8.1.6.2 - Early Childhood Education [Seite 27]
4.8.1.6.3 - Mobile Learning for Literacy [Seite 30]
4.8.1.6.4 - Teacher Education and Professional Development [Seite 33]
4.8.1.7 - Conclusion [Seite 36]
4.8.1.8 - References [Seite 38]
4.9 - CHAPTER 2 [Seite 42]
4.9.1 - The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling [Seite 42]
4.9.1.1 - Liz Kolb [Seite 42]
4.9.1.2 - University of Michigan [Seite 42]
4.9.1.3 - A Focus on North American and European School Systems [Seite 43]
4.9.1.4 - Common Approaches Mobile Learning Defined [Seite 45]
4.9.1.5 - VISIONARY LEADERSHIP [Seite 48]
4.9.1.6 - PROFESSIONAL DEVELOPMENT [Seite 49]
4.9.1.7 - DEVICE POLICY [Seite 51]
4.9.1.8 - DIGITAL INFRASTRUCTURE [Seite 52]
4.9.1.9 - COMMUNITY PARTNERSHIP AND CONSIDERATIONS FOR EQUITY [Seite 52]
4.9.1.10 - Digital Citizenship, Cybersafety, and Etiquette for Students [Seite 54]
4.9.1.11 - Responsible Use Policies and Student Data Privacy [Seite 54]
4.9.1.12 - Mobile Program Assessment [Seite 55]
4.9.1.13 - Discussion and Recommendations [Seite 56]
4.9.1.14 - NOTES [Seite 57]
4.9.1.15 - References [Seite 57]
4.9.2 - Table 2.1. The Benefits and Drawbacks of Different Mobile Learning Approaches [Seite 46]
4.9.3 - Table 2.1. (Continued) [Seite 47]
4.10 - CHAPTER 3 [Seite 64]
4.10.1 - Mobile Learning Curricula [Seite 64]
4.10.1.1 - David Parsons [Seite 64]
4.10.1.2 - The Mind Lab by Unitec [Seite 64]
4.10.1.3 - Kathryn MacCallum [Seite 64]
4.10.1.4 - School of Computing, Eastern Institute of Technology [Seite 64]
4.10.1.5 - The Mobile Digital Classroom [Seite 65]
4.10.1.5.1 - Defining the Role of Mobility Within Education [Seite 66]
4.10.1.5.2 - Exploring Mobile Learning Affordances [Seite 67]
4.10.1.6 - Digital Proficiency, Digital Literacy, Digital Fluency [Seite 68]
4.10.1.6.1 - Mobile Digital Fluency [Seite 70]
4.10.1.7 - Exploring the Digital Curriculum [Seite 70]
4.10.1.8 - Mobile Technology Within the Curriculum [Seite 72]
4.10.1.8.1 - The Challenges of Developing a Mobile Curriculum [Seite 75]
4.10.1.9 - A Mobile Learning Curriculum Structure [Seite 77]
4.10.1.9.1 - Figure 3. 1. The Ziggurat of mobile learning: A proposed mobile learning curriculum structure. [Seite 78]
4.10.1.10 - Summary and Conclusions [Seite 79]
4.10.1.11 - References [Seite 80]
4.11 - CHAPTER 4 [Seite 84]
4.11.1 - U.S. Urban Tweens Talk About Mobile Phones [Seite 84]
4.11.1.1 - Sousan Arafeh, Michael Kuszpa, Meghan Weller, and Thomas Mitchell [Seite 84]
4.11.1.2 - Southern Connecticut State University [Seite 84]
4.11.1.3 - Introduction [Seite 84]
4.11.1.4 - The Case and Context for Studying the Mobile Learning of Urban Tweens [Seite 86]
4.11.1.4.1 - What Is Mobile Learning? [Seite 86]
4.11.1.4.2 - "Tweens" in the Middle Grades [Seite 87]
4.11.1.4.3 - Research on Mobile Phones and Youth [Seite 88]
4.11.1.4.4 - Research on Mobile Phones and Urban Youth [Seite 89]
4.11.1.5 - Study Approach and Methods [Seite 91]
4.11.2 - Table 4.1. Selected Demographics of Participating Schools [Seite 92]
4.11.3 - Table 4.2. Demographics of Student Focus Group Participants [Seite 92]
4.11.3.1 - Findings [Seite 93]
4.11.3.1.1 - Findings From the Focus Groups [Seite 93]
4.11.3.1.2 - Urban Tweens Report That the "Digital Disconnect" Persists: Urban Youth Do Not Use Mobile Phones For Learning at School [Seite 93]
4.11.3.1.3 - Urban Tweens Displayed Luke-Warm Interest in Social/ Recreational Mobile Phone Behavior and Prioritized Entertainment, Kin-Keeping, and Emergency Use [Seite 94]
4.11.3.1.4 - Urban Tweens Reported Instrumental Information Seeking as the Primary Component of Their Mobile-Phone-Facilitated Learning [Seite 94]
4.11.3.1.5 - Urban Tweens Seemed to Prefer Video, Not Text, as Their Mobile Phone Information Source for Learning About Content and Processes [Seite 96]
4.11.3.1.6 - Certain Male Tweens Reported Using Their Mobile Phones to Seek Information About Troubling or Dangerous Matters (i.e., Guns, Prison, Dark Web) [Seite 97]
4.11.3.1.6.1 - Findings From the Literature Analysis [Seite 99]
4.11.3.1.6.2 - The Structuring Impact of Dominant Discourses of Youth and Digital Technology [Seite 100]
4.11.3.1.7 - The Discourse Of Counting and Categorization [Seite 100]
4.11.3.1.8 - The Discourse of Game-Based Learning [Seite 101]
4.11.3.1.9 - The Discourse of Technology Practices and Learning In Youth Culture [Seite 102]
4.11.3.1.10 - The Disconnected Discourse of Technology-Based Learning for Education [Seite 102]
4.11.3.1.11 - The Discourse of Mobile Phones and Teen Deviance [Seite 103]
4.11.3.1.12 - Notably Absent: A Discourse on Information Seeking [Seite 103]
4.11.3.1.12.1 - Information Seeking [Seite 103]
4.11.3.2 - Discussion and Conclusion [Seite 104]
4.11.3.3 - Acknowledgments [Seite 107]
4.11.3.4 - Notes [Seite 107]
4.11.3.5 - References [Seite 107]
4.11.4 - PART II [Seite 112]
4.11.4.1 - CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING [Seite 112]
4.12 - CHAPTER 5 [Seite 114]
4.12.1 - STEMlandia [Seite 114]
4.12.1.1 - James L. Larsen Jodi Asbell-Clarke Barbara MacEachern Elizabeth Rowe [Seite 114]
4.12.1.2 - Educational Gaming Environments (EdGE) at TERC [Seite 114]
4.12.1.3 - Theoretical and Practical Grounding for Digital Outdoor Learning Adventures [Seite 115]
4.12.1.3.1 - Reconnecting With the Natural World [Seite 115]
4.12.1.3.2 - Leveraging Mobile Technologies [Seite 116]
4.12.1.3.3 - Pokémon Go: A Game for the Hybrid Mind Generation [Seite 118]
4.12.1.4 - STEMLANDIA: OUTDOOR DIGITAL ADVENTURES [Seite 119]
4.12.1.5 - Building STEMcaches: Nature's Apprentice [Seite 121]
4.12.1.5.1 - Design and Implementation of Nature's Apprentice [Seite 121]
4.12.1.5.2 - Identify a Connection [Seite 122]
4.12.1.5.3 - Identify Desired Results [Seite 123]
4.12.1.6 - Research on Nature's Apprentice [Seite 124]
4.12.1.6.1 - 1. What drew participants to the Nature's Apprentice experience? [Seite 124]
4.12.1.6.2 - 2. How did participants make use of the Nature's Apprentice tools and resources? [Seite 124]
4.12.1.6.3 - 3. What did participants find worthwhile in the Nature's Apprentice experience? What did they find challenging or frustrating? [Seite 124]
4.12.1.6.4 - 4. How likely are they to participate again? Encourage others to participate? Why? [Seite 124]
4.12.1.6.5 - Sample and Data Sources [Seite 124]
4.12.1.6.6 - Research Question 1: What Drew Participants to the Nature's Apprentice experience? [Seite 125]
4.12.1.6.7 - Research Question 2: How Did Participants Make Use of the Nature's Apprentice Tools and Resources? [Seite 126]
4.12.2 - Table 5.1. Number of Participants Finding Each STEMcache in Nature's Apprentice [Seite 126]
4.12.2.1 - Research Question 3: What Did Participants Find Worthwhile in the Nature's Apprentice Experience? What Did They Find Challenging or Frustrating? [Seite 127]
4.12.2.2 - Research Question 4: How Likely Are They to Participate Again? Encourage Others to Participate? Why? [Seite 128]
4.12.2.3 - Next Steps: Build Your Own STEMcaches [Seite 128]
4.12.2.3.1 - 1. Experience a STEMlandia Story-Working with local educators, create two or three STEMcache adventures for their learners to experience. Once created, these will be used to introduce learners to the concept of a STEMlandia Story. The STEMcache adv... [Seite 130]
4.12.2.3.2 - 2. Create a Community Asset Map-Working with educators and their students, explore the local community and construct a map of resources (people, places, and things) that will help in the design process and creation of relevant STEMlandia Stories. [Seite 130]
4.12.2.3.3 - 3. Define Potential Stories and STEMcache Locations-Support educators and learners in using the Community Asset Map to focus on stories and locations of interest that can define the STEMcaches. For example, one school in the Southwest we are lookin... [Seite 130]
4.12.2.3.4 - 4. Storyboard a Narrative and STEMcaches-After deciding on a narrative and potential STEMcache locations, learners will create a paper version to test using an iterative design process. This will allow learners to focus on content rather than getti... [Seite 130]
4.12.2.3.5 - 5. Create STEMlandia Story Assets-Once the narrative, locations, and STEMcaches are defined, paper tested, and approved, learners will create the physical and digital assets that comprise the mobile adventure. This will include a physical STEMcache... [Seite 130]
4.12.2.3.6 - 6. Create Mobile STEMlandia Story (or Stories) for Testing-Using the appropriate authoring tool, a digital version to release to the intended audience will be created, tested and finalized for launch. [Seite 130]
4.12.2.3.7 - 7. Revise and Define a Launch Event-A target launch date for the mobile learning experience will then be set based on the needs of the project. If it is only meant to be shared with a specific school community, the launch might be tied to a schoolw... [Seite 131]
4.12.2.3.8 - 8. Launch STEMlandia Story-Release the STEMlandia mobile experience to the target audience on the launch date and pay particular attention to how best to support and maintain the adventure for its duration. Initially, all adventures are meant to be... [Seite 131]
4.12.2.3.9 - 9. Reflection and Long-Term strategies-Once an adventure has been completed, it might be archived, improved upon, or extended depending on feedback from the community and local needs. [Seite 131]
4.12.2.4 - Discussion [Seite 131]
4.12.2.4.1 - Studying How People Learn in Digital Outdoor Experiences [Seite 131]
4.12.2.5 - Author Note [Seite 133]
4.12.2.6 - References [Seite 133]
4.12.2.6.1 - Figure 6. 3. Map detail of Adam's daily rounds. [Seite 149]
4.13 - CHAPTER 6 [Seite 138]
4.13.1 - Community Inquiry With Mobile Asset Mapping [Seite 138]
4.13.1.1 - Ryan M. Rish [Seite 138]
4.13.1.2 - University at Buffalo (SUNY) [Seite 138]
4.13.1.3 - Aijuan Cun [Seite 138]
4.13.1.4 - University at Buffalo (SUNY) [Seite 138]
4.13.1.5 - Abigail Gloss [Seite 138]
4.13.1.6 - State University of New York at Fredonia [Seite 138]
4.13.1.7 - Merve Pamuk [Seite 138]
4.13.1.8 - University at Buffalo (SUNY) [Seite 138]
4.13.1.9 - Community Inquiry [Seite 139]
4.13.1.9.1 - Inquiry Cycle [Seite 140]
4.13.1.10 - Community Context [Seite 141]
4.13.1.10.1 - Adam's Mobility [Seite 142]
4.13.2 - Table 6.1. Demographic Data [Seite 143]
4.13.2.1 - Mobile Asset Mapping [Seite 144]
4.13.2.1.1 - Mobile Tools [Seite 144]
4.13.2.2 - Orienting Adam to the Mobile Devices [Seite 145]
4.13.2.3 - Adam's Inquiry Project [Seite 146]
4.13.2.3.1 - Ask: Identifying the Sports Opportunities [Seite 147]
4.13.3 - Table 6.2. Daily Rounds Data Form Design [Seite 148]
4.13.3.1 - Investigate: Collecting Data About the Sports Opportunities [Seite 149]
4.13.3.2 - Create: Making a Story Map [Seite 152]
4.13.3.3 - Discuss: Shaping the Community Inquiry [Seite 154]
4.13.3.4 - Reflect: Considering the Significance [Seite 155]
4.13.3.5 - Discussion [Seite 156]
4.13.3.6 - Implications [Seite 158]
4.13.3.7 - References [Seite 159]
4.13.3.7.1 - Figure 6. 1. The community inquiry cycle. [Seite 141]
4.13.3.7.2 - Figure 6. 2. Adam's hand-drawn map of Orchard Park. [Seite 147]
4.13.3.7.3 - Figure 6. 5. Adam's Story Map using the spyglass template. [Seite 153]
4.13.4 - Table 6.3. Sports Opportunities Data Form Design [Seite 150]
4.13.4.1 - Figure 6. 4. Adam using the Collector app outside his high school. [Seite 152]
4.14 - CHAPTER 7 [Seite 162]
4.14.1 - We Got This [Seite 162]
4.14.1.1 - Sara Vogel [Seite 162]
4.14.1.2 - The Graduate Center of the City University of New York [Seite 162]
4.14.1.3 - Judy Perry [Seite 162]
4.14.1.4 - Massachusetts Institute of Technology [Seite 162]
4.14.1.5 - WHAT SKILLS CAN LBAR GAME DESIGNERS GAIN? [Seite 164]
4.14.1.6 - WHAT CHALLENGES DO LBAR GAME MAKERS FACE? [Seite 165]
4.14.1.6.1 - Challenges Stemming From the Novelty and Complexity of the LBAR Design Process [Seite 165]
4.14.1.6.2 - Challenges Arising From the Collaborative Nature of the Project [Seite 166]
4.14.1.7 - Our Context [Seite 166]
4.14.2 - Table 7.1. Summary Description of Youth Game Design Program Sites Included in the Study [Seite 168]
4.14.2.1 - CONDUCTING OUR RESEARCH [Seite 168]
4.14.2.2 - IMPROVING PROGRAM DESIGN ACROSS ITERATIONS [Seite 171]
4.14.2.2.1 - Figure 7. 1. Screenshots of the introduction (left) and a nonplayer character (NPC) (right) in "Paths of the Forgotten: Ghosts of Hunts Point." This location- based mobile game was produced by youth as part of a summer program at a community cent... [Seite 172]
4.14.2.2.2 - Brainstorming, Evaluating, and Selecting Ideas for the Game [Seite 173]
4.14.2.2.3 - Iteration 1-Spring Approach: Unwittingly Fostering Competition [Seite 173]
4.14.2.2.4 - Iteration 2-Summer Approach: Structuring Compromises [Seite 175]
4.14.2.2.4.1 - Figure 7. 2. Youth in a summer implementation evaluate the pros/cons of a potential game location during a group brainstorm at the museum. Ideas are voiced, included, and synthesized from a range of participants. [Seite 176]
4.14.2.2.4.2 - Figure 7. 3. One of many pages of ideas generated by youth during a summer implementation at a community center. Participants brainstormed numerous preliminary ideas for a potential mobile game, enabling a wide number of voices to contribute ideas. [Seite 178]
4.14.2.2.4.3 - Figure 7. 4. Facilitators organized youth ideas into relevant categories and created structures for youth to "vote" for components of a mobile game design which they liked, allowing ideas from multiple youth designers to potentially combine into ... [Seite 178]
4.14.2.2.4.4 - Designing the First Paper Prototype to Test the Game Concept [Seite 179]
4.14.2.2.5 - Iteration 1-Spring Approach: A Shaky Foundation [Seite 180]
4.14.2.2.6 - Iteration 2-Summer Approach: Fast-Tracking Youth Over the Synthesis Hurdle, Transparently [Seite 181]
4.14.2.2.6.1 - Figure 7. 5. A proposal for a mobile game structure consisting of youth's ideas, as synthesized by facilitators. [Seite 182]
4.14.2.3 - Discussion [Seite 183]
4.14.2.3.1 - Figure 7. 6. A model of increasing levels of potential adult/facilitator support, from least (left) to most (right) supporting collaborative youth creation of LBAR games. [Seite 184]
4.14.2.4 - ACKNOWLEDGMENTS [Seite 185]
4.14.2.5 - NOTE [Seite 185]
4.14.2.6 - REFERENCES [Seite 185]
4.15 - CHAPTER 8 [Seite 188]
4.15.1 - Augmenting National Historical Parks [Seite 188]
4.15.1.1 - Laura A. Gillespie [Seite 188]
4.15.1.2 - University of Baltimore [Seite 188]
4.15.1.3 - Frameworks Informing Game Design and Game Play [Seite 190]
4.15.1.3.1 - History Education [Seite 190]
4.15.1.3.2 - Broader Learning Theories [Seite 191]
4.15.1.3.3 - Constructivism and Communities of Practice [Seite 191]
4.15.1.3.4 - Situated Cognition [Seite 191]
4.15.1.3.4.1 - AR Games for Historical Sites [Seite 192]
4.15.1.3.4.2 - Immersion and Engagement [Seite 193]
4.15.1.4 - CONCEPTUAL FRAMEWORK [Seite 193]
4.15.1.4.1 - Figure 8. 1. Conceptual framework. [Seite 194]
4.15.1.4.2 - Designing Insurrection [Seite 195]
4.15.1.4.3 - Design Framework [Seite 196]
4.15.1.4.3.1 - Figure 8. 2. Augmented reality on the virtuality continuum. [Seite 197]
4.15.1.4.4 - Building the Game [Seite 198]
4.15.1.4.4.1 - Figure 8. 4. Screenshots from Insurrection. [Seite 200]
4.15.1.4.5 - Methodology [Seite 201]
4.15.1.5 - CONCLUDING THOUGHTS [Seite 203]
4.15.1.6 - REFERENCES [Seite 204]
4.15.2 - PART III [Seite 208]
4.15.2.1 - MOBILE LEARNING IN PRE-K-12 EDUCATIONAL SETTINGS [Seite 208]
4.16 - CHAPTER 9 [Seite 210]
4.16.1 - Piecing the Puzzle Together [Seite 210]
4.16.1.1 - Cynthia C. Minchew Deaton and Sandra M. Linder [Seite 210]
4.16.1.2 - Clemson University [Seite 210]
4.16.1.3 - Benjamin E. Deaton [Seite 210]
4.16.1.4 - Anderson University [Seite 210]
4.16.1.5 - Integrated Approach to Mobile Learning Professional Development [Seite 211]
4.16.1.6 - DESIGNING AND IMPLEMENTATION OF AN INTEGRATED PROFESSIONAL DEVELOPMENT [Seite 212]
4.16.1.7 - EXAMINING OUR INTEGRATED MODEL OF PROFESSIONAL DEVELOPMENT [Seite 215]
4.16.1.7.1 - Methods [Seite 216]
4.16.1.7.2 - Participants [Seite 216]
4.16.2 - Table 9.1. Participants [Seite 217]
4.16.2.1 - Data Collection [Seite 216]
4.16.2.1.1 - 1. Technology Knowledge: TK (Items 1-6) [Seite 217]
4.16.2.1.2 - 2. Content Knowledge: CK (mathematics, social studies, science, and literacy) (Items 7-18) [Seite 217]
4.16.2.1.3 - 3. Pedagogical Knowledge: PK (19-25) [Seite 217]
4.16.2.1.4 - 4. Pedagogical Content Knowledge: PCK (Items 26-29) [Seite 217]
4.16.2.1.5 - 5. Technological Content Knowledge: TCK (Items 30-33) [Seite 217]
4.16.2.1.6 - 6. Technological Pedagogical Knowledge: TPK (Items 34-42) [Seite 217]
4.16.2.1.7 - 7. Technology Pedagogy and Content Knowledge: TPACK (Items 43-46). [Seite 217]
4.16.2.2 - Data Analysis [Seite 219]
4.16.2.3 - Findings [Seite 219]
4.16.2.4 - Nature of CML Participants' Self-Efficacy for Integrating [Seite 219]
4.16.3 - Table 9.2. Mean Construct Scores [Seite 220]
4.16.3.1 - Effective Mobile Learning Integration [Seite 221]
4.16.3.2 - Issues With Implementation of Mobile Learning [Seite 223]
4.16.3.3 - MAKING A CASE FOR INTEGRATING MOBILE LEARNING WITH AN INQUIRY-BASED APPROACH [Seite 224]
4.16.3.4 - CONCLUSION AND IMPLICATIONS [Seite 225]
4.16.3.5 - Acknowledgment [Seite 226]
4.16.3.6 - References [Seite 226]
4.17 - CHAPTER 10 [Seite 230]
4.17.1 - Digital Leadership in Rural Middle School [Seite 230]
4.17.1.1 - Jennifer L. Motter [Seite 230]
4.17.1.2 - Forest Hills Junior-Senior High School, Sidman, PA [Seite 230]
4.17.1.3 - BRIDGING THE DIGITAL GAP: PROVIDING MOBILE TECHNOLOGIES TO RURAL MIDDLE SCHOOL STUDENTS [Seite 232]
4.17.1.4 - EMBRACING PROGRESSIVE MOBILE TECHNOLOGIES IN PRE-K-12 [Seite 234]
4.17.1.5 - Mobile Technology Course Development [Seite 234]
4.17.1.5.1 - Curriculum Mapping for Mobile Learning [Seite 235]
4.17.1.5.2 - Mobile Learning Curriculum: Devices and Content [Seite 235]
4.17.1.6 - IMPLICATIONS FOR MOBILE TECHNOLOGY IMPLEMENTATION [Seite 237]
4.17.1.6.1 - Mobile 3D Design and Printing [Seite 238]
4.17.1.7 - Supporting Student Learning: Potential of Mobile Technologies [Seite 239]
4.17.1.7.1 - Student Perspectives on Mobile Learning [Seite 239]
4.17.1.7.1.1 - Figure 10. 1. Student perspectives on Mobile Technology. This figure represents students' end of the school year perspectives on their learning experiences in Mobile Technology. [Seite 240]
4.17.1.7.1.2 - Figure 10. 3. Student confidence Using Google Classroom. This figure represents students' comfort- and confidence-level using Google Classroom at the end of the school year. [Seite 241]
4.17.1.7.1.3 - Figure 10. 4. Student app usage at home. This figure represents student usage of apps covered in the classroom at home. [Seite 242]
4.17.1.8 - CHALLENGES OF USING MOBILE TECHNOLOGIES AS INSTRUCTIONAL TOOLS [Seite 243]
4.17.1.8.1 - Access and Experience [Seite 243]
4.17.1.8.2 - Time [Seite 243]
4.17.1.8.3 - Anonymity [Seite 244]
4.17.1.9 - CALL FOR FUTURE DIGITAL LEADERSHIP AND PRACTICE IN PRE-K-12 [Seite 244]
4.17.1.10 - References [Seite 245]
4.18 - CHAPTER 11 [Seite 250]
4.18.1 - BYOD in the Art Classroom [Seite 250]
4.18.1.1 - Aysenur Ozyer [Seite 250]
4.18.1.2 - University of Colorado Denver [Seite 250]
4.18.1.3 - Kyle Roberts [Seite 250]
4.18.1.4 - Cherry Creek School District, Castle Rock, CO [Seite 250]
4.18.1.5 - Brent G. Wilson [Seite 250]
4.18.1.6 - University of Colorado Denver [Seite 250]
4.18.1.7 - Mobile Learning and Bring-Your-Own-Device Flexibility [Seite 251]
4.18.1.8 - ACTIVE LEARNING [Seite 252]
4.18.1.9 - FLIPPED LEARNING [Seite 253]
4.18.1.10 - ART STUDIO: A FRAMEWORK [Seite 253]
4.18.1.11 - MR. ROBERTS' ART CLASSROOM [Seite 254]
4.18.1.11.1 - The Learning Studio [Seite 255]
4.18.2 - Table 11.1. Student Learning Activities Linked to Goals and Tools [Seite 256]
4.18.2.1 - Figure 11. 1. Mr. Roberts's sketch depicting his art classroom and student learning. [Seite 257]
4.18.2.2 - Everyday Activities [Seite 258]
4.18.2.3 - Learning and Teaching Benefits [Seite 259]
4.18.2.4 - Other Classes [Seite 260]
4.18.2.5 - IMPLICATIONS [Seite 262]
4.18.2.6 - Concluding Thoughts [Seite 263]
4.18.2.7 - References [Seite 263]
4.19 - CHAPTER 12 [Seite 266]
4.19.1 - Your iPhone Cannot Escape History, and Neither Can You [Seite 266]
4.19.1.1 - Owen Gottlieb [Seite 266]
4.19.1.2 - Rochester Institute of Technology [Seite 266]
4.19.1.3 - GAME DESIGN FOR RESEARCH AND LEARNING [Seite 267]
4.19.1.3.1 - Self-Reflexivity as a Means of Tying the Past to the Immediate Present [Seite 268]
4.19.1.3.2 - History: Preparing Engaged Citizens With Enduring Themes [Seite 269]
4.19.1.3.3 - Self-Reflexivity, Political and Civic Engagement, and Design Choices [Seite 272]
4.19.1.4 - SELF-REFLEXIVE DESIGN IN THE FIELD: JEWISH TIME JUMP: NEW YORK [Seite 273]
4.19.1.4.1 - Initial Design Drawn From Theory [Seite 273]
4.19.1.4.2 - Learning From Implementation Challenges [Seite 275]
4.19.1.4.3 - Beyond Iterative Game Design and Into Curriculum [Seite 277]
4.19.1.5 - CONCLUSIONS [Seite 278]
4.19.1.6 - NOTES [Seite 280]
4.19.1.7 - References [Seite 281]
4.19.2 - About the Contributors [Seite 284]
4.19.2.1 - ABOUT THE EDITORS [Seite 284]
4.19.2.2 - about the authors [Seite 285]
4.20 - About the Contributors [Seite 284]
4.21 - Back Cover [Seite 292]
