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Mobile practices in everyday life: popular digital technologies and schooling revisited

Published on Sep 1, 2012in British Journal of Educational Technology 2.59
· DOI :10.1111/j.1467-8535.2012.01352.x
Guy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University)
Mobile phones have rapidly been absorbed into the fabric of our day-to-day lives. They are now a key consumer item, a symbol of social capital and they connect their users to a mobile web with multiple applications. As ownership and access to smartphones has spread into the teenage years, their place in institutions of formal education has been marked by contention. The dominant view that mobiles have no place in the classroom has recently been contested by educators, such as Parry, who suggest that mobile learning, and the literacies involved, should play an important role in education. This paper argues for a more nuanced view of mobile technology, one that focuses on everyday social practices as a way of understanding the relationship between mobiles and learning. Using practice theory as a starting point, I suggest a way of mapping everyday mobile practices on to educational activity to illustrate potential areas for innovation and evaluation. I conclude by returning to the debate about mobiles in education, noting that familiar arguments about popular digital technology and schooling are once again being rehearsed. If ways of accessing, sharing and building knowledge are changing then a more principled consideration of how educational institutions relate to these changes is needed. Practitioner Notes What is already known about this topic There is growing interest in the use of mobiles in educational settings., Practitioners are beginning to look at the advantages and disadvantages of mobile learning., Increased ownership of smartphones and other mobile devices amongst the youth population is well documented., What this paper adds Social practice theory offers a useful perspective for looking at the use of mobiles in different contexts., Comparisons and contrasts between the uses of mobile technology in everyday life and in school settings can help in evaluating its potential., A consideration of ownership and access, and how this may reproduce social inequalities, are important to innovations in technology and education., Implications for practice and/or policy There is a need to move beyond debates about prohibiting or encouraging the use of mobiles to look at more specific examples of their advantages (and disadvantages)., Policy and implementation should be informed by a finer-grained analysis of mobile practices in everyday and educational settings., Mobile devices are highly desirable consumer items. Schools and other educational establishments have a responsibility to adopt a critical approach to ownership and use. [ABSTRACT FROM AUTHOR]
  • References (25)
  • Citations (76)
Published on Mar 1, 2012in Learning, Media and Technology 2.37
Guy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University)
Despite the widespread popularity of social networking sites (SNSs) amongst children and young people in compulsory education, relatively little scholarly work has explored the fundamental issues at stake. This paper makes an original contribution to the field by locating the study of this online activity within the broader terrain of social network theory in order to inform future educational debate and further research. The first section offers a way of classifying different kinds of online so...
Published on Feb 1, 2012in Oxford Review of Education 1.27
Charles Crook23
Estimated H-index: 23
(University of Nottingham)
This report draws on 53 focus group interviews conducted with students aged 13 and 15 in both representative and innovating UK secondary schools. The schedule for these discussions covered a wide range of issues relating to the use of Web 2.0 services both in and out of school. These young people were often deeply engaged with this technology and broadly positive as to that experience. However, they also identified a shared set of circumstances associated with its use (or potential use) in schoo...
Published on Jul 1, 2009in Literacy 1.05
Clare Dowdall4
Estimated H-index: 4
(Plymouth University)
Social networking can currently be described as a mainstream youth activity, with almost half of 8–17year-old children, who have access to the Internet, claiming to participate. As an activity it is of particular interest to literacy educators because it is enacted through the production and consumption of text. However, a growing body of research is finding that while young people transfer knowledge and practices across the sites that they occupy, children’s text production using informal digit...
Published on May 1, 2009in Educational Researcher 3.39
Christine Greenhow18
Estimated H-index: 18
(UMN: University of Minnesota),
Beth Robelia7
Estimated H-index: 7
Joan E. Hughes15
Estimated H-index: 15
(University of Texas at Austin)
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today, and examines how Web 2.0’s uniq...
Published on Feb 1, 2009in Journal of Research in Reading 1.32
Guy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University)
Introducing new digital literacies into classroom settings is an important and challenging task, and one that is encouraged by both policy-makers and educators. This paper draws on a case study of a 3D virtual world which aimed to engage and motivate primary school children in an immersive and literacy-rich on-line experience. Planning decisions, early experimentation and the experience of avatar interaction are explored. Using field notes, in-world interviews and observations I analyse pupil an...
Agnes Kukulska-Hulme25
Estimated H-index: 25
(OU: Open University),
Mike Sharples41
Estimated H-index: 41
(University of Nottingham)
+ 2 AuthorsGiasemi Vavoula20
Estimated H-index: 20
(University of Leicester)
In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our article aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social ...
Published on Jan 1, 2008in Written Communication 1.22
Anne Haas Dyson25
Estimated H-index: 25
Young children are growing up in a time when literacy practices and textual productions are in flux. Yet literacy curricula, particularly for those deemed “at risk,” are tightly focused on the written language “basics.” What are the potential consequences? In this article, the author considers this question, drawing on an ethnographic study of child writing in an urban school site. Using a sociocultural and dialogic frame, she examines first graders' interpretations and negotiations of official ...
Published on Nov 1, 2007in Literacy 1.05
Guy Merchant18
Estimated H-index: 18
(SHU: Sheffield Hallam University)
Meaning making in new media presents new opportunities and challenges for those working in formal and informal educational contexts. How this impacts on a literacy curriculum that attempts both to deliver ‘the basics’ and to respond to new technology demands careful exploration. This paper examines what we mean by digital literacy and how it differs from traditional print literacy, identifying some key priorities for literacy educators. Drawing on the work of Gee, Kress and Lankshear and Knobel,...
Published on Jul 1, 2007in Journal of Computer-Mediated Communication 4.90
Nicole B. Ellison41
Estimated H-index: 41
(MSU: Michigan State University),
Charles Steinfield42
Estimated H-index: 42
(MSU: Michigan State University),
Cliff Lampe33
Estimated H-index: 33
(MSU: Michigan State University)
This study examines the relationship between use of Facebook, a popular online social network site, and the formation and maintenance of social capital. In addition to assessing bonding and bridging social capital, we explore a dimension of social capital that assesses one’s ability to stay connected with members of a previously inhabited community, which we call maintained social capital. Regression analyses conducted on results from a survey of undergraduate students (N = 286) suggest a strong...
Cited By76
Clare Tyrer (Lancaster University)
Mobile technology has become for many an essential aspect of everyday life. It has transformed how people interact and is widely adopted by social networks to facilitate communication, support engagement and build collaboration. With reference to Shove et al., (The dynamics of social practice: Everyday life and how it changes, 2012) three element social practice model and Wenger (Communities of Practice: learning, meaning and identity, 1998) community of practice framework, this “insider” resear...
Hamidreza Asgari6
Estimated H-index: 6
(FIU: Florida International University),
Xia Jin8
Estimated H-index: 8
(FIU: Florida International University)
ABSTRACT This paper presents a study in examining potential behavioral changes in light of emerging mobility options through a stated preference (SP) choice experiment. Particular focus was placed on incorporating habitual behavior into the modeling framework. Two parameters were constructed and explored in this study: habits associated with existing modes, and private mobility auxiliary expenses. A heuristic combined index was developed to quantify habitual strength of each mode based on their ...
Published on Mar 22, 2019in Aphasiology 1.67
Helena Taubner1
Estimated H-index: 1
(Halmstad University),
Malin Hallén1
Estimated H-index: 1
(Halmstad University),
Åsa Wengelin13
Estimated H-index: 13
(University of Gothenburg)
ABSTRACTBackground: Self-identity construction through “stories of self” is highly relevant for people with aphasia, not only because the onset entails a “biographical disruption” but also since their ability to keep their “stories of self” going is reduced. Three dilemmas (constancy/change, sameness/difference and agency/dependency) are known to be central to identity. In a digitalised society like Sweden, self-identity construction, including the navigation of these dilemmas, takes place both ...
Published on Jan 1, 2019
Dane Marco Di Cesare1
Estimated H-index: 1
(UB: University at Buffalo),
Debra Harwood6
Estimated H-index: 6
(Brock University),
Jennifer Rowsell17
Estimated H-index: 17
(Brock University)
Published on Jan 1, 2019
Daner Sun7
Estimated H-index: 7
(HKU: University of Hong Kong),
Chee-Kit Looi29
Estimated H-index: 29
(NTU: Nanyang Technological University)
With the recognition of the value of learning in informal spaces, it has been proposed that learning in the informal spaces should be an integral part of the formal schooling. The ubiquitous use of mobile technology creates various opportunities for connecting learning in the formal and informal contexts. In seamless learning, different efforts have been devoted to improving the synergy of these two learning contexts supported by mobile technology, but challenges still exist in the design of sea...
Mireilla Bikanga Ada3
Estimated H-index: 3
(University of the West of Scotland)
Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Asses...
Published on Oct 8, 2018
Poppy Gibson (University of Greenwich), Sarah Smith (University of Greenwich)
Purpose: In a fast-moving world where technology has become intertwined with our daily lives, meaning information is available at our fingertips, information overload (Khabsa and Giles, 2014) is just one of many challenges that this technological overhaul has presented for learners from the primary classroom up to studies within higher education (HE). This paper aims to present skills needed by both pupils and students to navigate their information journey, and discusses how educators can suppor...
Stratis Kanarachos7
Estimated H-index: 7
(Coventry University),
Stavros-Richard G. Christopoulos5
Estimated H-index: 5
(Coventry University),
A. Chroneos28
Estimated H-index: 28
(Coventry University)
Abstract Nowadays, more than half of the world’s web traffic comes from mobile phones, and by 2020 approximately 70 percent of the world’s population will be using smartphones. The unprecedented market penetration of smartphones combined with the connectivity and embedded sensing capability of smartphones is an enabler for the large-scale deployment of Intelligent Transportation Systems (ITS). On the downside, smartphones have inherent limitations such as relatively limited energy capacity, proc...
Published on Oct 1, 2018in Technology, Knowledge, and Learning
Cathy Lewin16
Estimated H-index: 16
(MMU: Manchester Metropolitan University),
Kwok Wing Lai (University of Otago)+ 5 AuthorsDavid Smith (Kaplan University)
This paper builds on work undertaken over a number of years by a group of international researchers with an interest in the potential of connecting academic and everyday practices and knowledge. Drawing extensively on literature and our own work, we first discuss the challenges around defining informal learning, concluding that learning is multidimensional and has varying combinations of formal and informal attributes. We then highlight the potential of technology for integrating formal and info...