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dc.contributor.authorFrance, Derek
dc.contributor.authorLee, Rebecca
dc.contributor.authorMaclachlan, John
dc.contributor.authorMcPhee, Siobhán
dc.date.accessioned2020-10-12T10:39:02Z
dc.date.available2020-10-12T10:39:02Z
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/623848/Should%20you%20be%20using%20mobile%20technologies%20in%20Teaching_%20Revised.pdf?sequence=5
dc.identifier.citationFrance, D., Lee, R., Maclachlan, J., & McPhee, S. R. (2020 - in press.) Should you be using mobile technologies in teaching? Applying a pedagogical framework, Journal of Geography in Higher Education, DOI: 10.1080/03098265.2020.1773417en_US
dc.identifier.doi10.1080/03098265.2020.1773417
dc.identifier.urihttp://hdl.handle.net/10034/623848
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 10th June 2020, available online: https://doi.org/10.1080/03098265.2020.1773417en_US
dc.description.abstractThe extent of how mobile devices, such as smartphones and tablets, are seamlessly incorporated into the personal day-to-day life is not often considered by University instructors. Unfocused incorporation of mobile technologies into the classroom can de-emphasize intended learning objectives if students struggle using the technology itself or by acting as a distraction. The effective inclusion of mobile technology is not a simple process as the inclusion needs to be purposeful and have the potential to improve the student learning environment, while working alongside more traditional face-to-face learning. This paper presents a pathway to help instructors address both pedagogical and technological considerations of incorporating mobile learning into the curriculum. The pathway developed through the adaptation of the iPAC framework, feedback from international practitioners and tested with worked examples. In all cases the instructors’ reflective responses to the eight pathway questions indicate a clear structured activity, engaged students, and considers equal access, prior experience and contingency planning. This pathway indicates an effective methodology for instructors to assess whether the mobile learning intervention is appropriate and adds value to their teaching. Further external evaluation of the pathway with additional teaching examples will enhance the effectiveness of the methodology.en_US
dc.publisherTaylor & Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03098265.2020.1773417en_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.subjectm-learningen_US
dc.subjectLearning Spacesen_US
dc.subjectExperiential learningen_US
dc.subjectIPACen_US
dc.titleShould you be using mobile technologies in teaching? Applying a pedagogical frameworken_US
dc.typeArticleen_US
dc.identifier.eissn1466-1845en_US
dc.contributor.departmentUniversity of Chester; McMaster University; University of British Columbiaen_US
dc.identifier.journalJournal of Geography in Higher Educationen_US
or.grant.openaccessYesen_US
rioxxterms.funderunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecord10.1080/03098265.2020.1773417en_US
rioxxterms.versionofrecordhttps://doi.org/10.1080/03098265.2020.1773417
rioxxterms.licenseref.startdate2021-06-12
rioxxterms.publicationdate2020-06-10
dc.dateAccepted2020-03-29
dc.indentifier.issn0309-8265en_US


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CC0 1.0 Universal
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