Using iPads as a learning tool in cross-curricular collaborative initial teacher education

Mobile technologies are becoming more and more prevalent in learning environments. This means that teacher education must keep pace with the use of mobile technologies. Baran (2014) argues that the ‘greatest added value of mobile learning vis-a-vis PC learning lies in the aspects that extend classroom interaction to other locations via communication networks’. (p. 18) This article outlines a pilot study developed to support collaborative working between the English and science pre-service teachers, in which mobile technologies were used to extend students interactions outside the classroom, using iPads in authentic, fieldwork situations

Mobile library and staff preparedness

The provision of access to information and effective delivery of information services is central to the role of librarians. Mobile technologies have added another dimension to this role – one that requires new knowledge, skills and competencies to ensure the needs and expectations of users are met. If libraries are to be successful in developing services for mobile technologies, their managers will have to consider two significant staffing issues. Firstly, it is important to understand what knowledge, skills and competencies are needed by staff to enable them to deliver services through mobile technologies, and secondly, to use that understanding to provide support and training for staff in the use of mobile technologies. In order to explore these issues and to contribute to the planning and professional development in the mobile library environment, a survey was undertaken of librarians working in the vocational education and training (VET) sector in Australia and New Zealand

Understanding new ways of learning in the 21st century: A preliminary study into mobile technologies

In this paper, we describe a theoretical framework and design of a study of mobile technologies in a first year university course, where students use mobile phones, or smartphones as cognitive tools. The paper describes a broader study into the use of mobile technologies with authentic learning environments, and then outlines a plan for an investigation into the nature of use of the devices in the completion of an authentic task

Is there a role for mobile technologies in open and distance language learning? An exploration in the context of Bangladesh

In this paper, we briefly examine the changing landscape of language teaching methodolgies, in particular, English language teaching (ELT). We, then, explore ways in which information and communication technologies (ICTs) have influenced language learning. We particularly consider how mobile technologies may enhance ELT practices in Bangladesh. To this end, we describe the English in Action (EiA) project in Bangladesh which is a major (inter)national ELT initiative employing mobile technologies

Mobile Technologies

Table of Contents of Gerard Goggin, Rich Ling, and Larissa Hjorth, eds., Mobile Technologies: Major Works, 4 vols., Critical Concepts in Media and Cultural Studies Series, New York: Routledge, 2015Australian Research Counci

Mobile Technologies

Table of Contents of Gerard Goggin, Rich Ling, and Larissa Hjorth, eds., Mobile Technologies: Major Works, 4 vols., Critical Concepts in Media and Cultural Studies Series, New York: Routledge, 2015Australian Research Counci

Secondary user relations in emerging mobile computing environments

Mobile technologies are enabling access to information in diverse environ.ments, and are exposing a wider group of individuals to said technology. Therefore, this paper proposes that a wider view of user relations than is usually considered in information systems research is required. Specifically, we examine the potential effects of emerging mobile technologies on end-­‐user relations with a focus on the ‘secondary user’, those who are not intended to interact directly with the technology but are intended consumers of the technology’s output. For illustration, we draw on a study of a U.K. regional Fire and Rescue Service and deconstruct mobile technology use at Fire Service incidents. Our findings provide insights, which suggest that, because of the nature of mobile technologies and their context of use, secondary user relations in such emerging mobile environments are important and need further exploration

Mobile learning: a meta-ethical taxonomy

In this paper I discuss some of the ethical issues relating to the use of mobile technologies in education. I argue that the frames of reference used by educators and technologists fail to capture the nature, scope and impact of ethical issues in mobile learning. A taxonomy of ethical issues based on dominant positions in meta-ethical moral theory is proposed. Using categories from the Mobile Technologies in Lifelong Learning (MOTILL) project, I show how this taxonomy can be applied in such a way as to facilitate understanding of ethical issues in mobile learning

Realising context-sensitive mobile messaging

Mobile technologies aim to assist people as they move from place to place going about their daily work and social routines. Established and very popular mobile technologies include short-text messages and multimedia messages with newer growing technologies including Bluetooth mobile data transfer protocols and mobile web access.Here we present new work which combines all of the above technologies to fulfil some of the predictions for future context aware messaging. We present a context sensitive mobile messaging system which derives context in the form of physical locations through location sensing and the co-location of people through Bluetooth familiarity