• Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?

      Clark, Katherine; Welsh, Katharine; Mauchline, Alice; France, Derek; Whalley, Brian; Park, Julian; University of Chester, University of Reading, University of Sheffield
      This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork., This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.
    • ‘None of Us Sets Out To Hurt People’: The Ethical Geographer and Geography Curricula in Higher Education

      Boyd, William (Bill) E.; Healey, Ruth L.; Hardwick, Susan W.; Haigh, Martin; Klein, Phil; Doran, Bruce; Trafford, Julie; Bradbeer, John; Southern Cross University; University of Sheffield; University of Oregon; Oxford Brookes University; University of North Colorado; Australian National University; University of Auckland; University of Portsmouth (Taylor & Francis, 2008-01-22)
      This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors’ reflections illustrate how ethics may be better recognized within those curricula. They discuss issues affecting teaching and learning about ethics in geography, and through identification of a range of examples identify ways to enhance the integration of ethical issues into university geography curricula.
    • Practitioner perspectives on the use of technology in fieldwork teaching

      Fletcher, Stephen; France, Derek; Moore, Kate; Robinson, Geoff; Bournemouth University ; University of Chester ; University of Leicester ; University of St Andrews (Routledge, 2007-04-25)
      This article discusses the role of C&IT within field courses. The general level of usage of C&IT in the field was established through a national survey of field courses. This was supplemented by an expert group analysis, which focused on the reasons behind the use of C&IT in the field. It was concluded that most use of C&IT in the field is driven by technological rather than pedagogic innovation.