Affordances of smartphones and Facebook tools to enhance the teaching and learning of English for English as a Second Language learners

The growing field of mobile learning (m-learning) research concerning the use and effectiveness of mobile assisted language learning (MALL) in second and foreign language (L2) education reflects the possibilities of smart mobile technological devices to facilitate students’ control over their own learning. This research aims to find the pedagogical affordances of mobile learning in combination with Web 2.0 tools with a particular focus on the use of smartphone and Facebook as tools to enhance teaching and learning of English for English as a Second Language learners. Using Design Based Research (DBR) as an approach to conduct this study, the initial design framework was developed from the literature and the exploratory phase. It was tested and developed through a series of iterations and the impacts of each iteration were evaluated using interviews and qualitative data analysis. 37 participants were involved in this study; 12 in the Exploratory Study, 17 in Iteration 1 and 8 in Iteration 2. One of the most important findings reported in the first iteration is the impact of a sense of social obligation whereby participants felt under pressure from their peers to post and to participate. This social obligation effect can have both positive and negative consequences for learning and was further explored in the second iteration. Based on the findings from both iterations, this study suggested a design framework to be used by future research that explored ways in which pedagogical designs for m-learning with social networking can take this social obligation effect into account in order to avoid its negative consequences and make best use of its positive consequences

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Mathematical Teachers’ Perception: Mobile Learning and Constructing 21st Century Collaborative Cloud-Computing Environments in Elementary Public Schools in the State of Kuwait

The purpose of this study was to examine Kuwaiti mathematical elementary teachers’ perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers’ ability to create an M-learning environment. Furthermore, this study sought to understand teachers’ perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait. Using an Internet-based format to this study quantitative and qualitative data, the Technological Pedagogical Content Knowledge (TPACK) and barriers survey gleaned quantitative information about how mathematics teachers and a head of a mathematics department (n = 562) viewed use of technology as well as the barriers they faced in integrating it into the classroom. Also, qualitative data were collected using a survey of open-ended questions to provide context to survey answers and better understand the barriers and affordance experienced by the participants. Moreover, a 21st century open-ended questionnaire was employed to collect qualitative information from mathematics teachers and head of the departments (n = 21) in regard the their ability to construct a 21st century learning environment based on collaboration and constructivist perspective utilizing a cloud-computing technology. Quantitative analysis was utilized to examine elementary mathematics teachers’ perceptions using the TPACK survey, and the validity and reliability of the TPACK subscales were computed by administering the confirmatory factor analysis. Factors that were elicited were specified as: all seven subscales encompassed in the TPACK survey significantly fit model of factor structures, and the TPACK survey was reliable and valid. In addition, descriptive analysis such as the TPACK subscale means and standard deviations were computed via the SPSS software Qualitative content analysis was used to understand teachers’ perceptions about their ability to integrate mobile technology, perceptions of the primary barriers and affordance that limited their ability, and their perceptions of their ability to integrate collaborative cloud computing and create a 21st century learning environment based on the constructivist perspective. When analyzed, the self-reported open-ended survey yielded the following specific themes: (a) teachers perceived themselves high in their ability to integrate mobile technology; (b) the primary barriers based on teachers’ perceptions were budget constraints, IT limitations, time constraints, and administrative support; and (c) teachers perceived themselves high in their ability to integrate collaborative cloud computing to construct a 21st century learning environment based on the constructivist perspective. This study finding could be implemented to create a new modern mathematics elementary curriculum that resolves the current curriculum issues. Future research is recommended in the direction of creating a new mathematical curriculum based on administrators’, parents’, and students’ perspectives

Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum

In recent years, China’s distance education has largely adopted a blended learning approach. However the online aspects of learning are characterized by a lack of interactivity and individualization. This could change with the advent of mobile learning. Many web 2.0 tools that allow for collaborative interactions are compatible with mobile devices, and mobile learning can engage learners by offering a rich, informal, contextualized, situated and ubiquitous learning environment. Mobile learning can also be personalized as smartphones and other devices can be customized and learning resources can be tailor-made. This is very important for Chinese distance learners who have a wide age distribution and diverse learning experiences and therefore have individual learning needs and desires. It seems an opportune moment to integrate mobile-assisted language learning (MALL) into a blended foreign language curriculum. A collaborative project between The Open University UK and the Open University of China (Nanhai) enabled exploration of how MALL could be integrated in a blended foreign language curriculum for distance learners, from a learning/instructional design perspective. Based on a literature review, knowledge of the requirements and habits of Chinese distance learners gathered via a survey, and tutor feedback from a mobile learning pilot course, we present our findings and put forward a number of design principles that can guide mobile learning designs to support transformation of distance education in China

Investigating the use of mobile applications in everyday language learning

The development of mobile phone applications has created a multiplicity of additional affordances and new ways of learning. In particular, mobile language learning applications such as online dictionaries and Google Translate combined with the technical affordances of smartphones and tablets are creating a new relationship between mobile learners and smart devices. In this exploratory study, a mixed method research design was used to understand how youth in Malaysia use their smart devices for learning languages and to uncover the extent of these learning experiences in their daily lives. 337 participants took part in a survey of their language learning experiences using mobile learning applications. Additionally, phenomenological interviews were conducted with 12 participants over a period of four months to uncover the lived experiences of their language learning. This paper presents the preliminary findings of the study which suggest learning is serendipitous, fragmentary and purposive; dependent on function and purpose. The findings may yield new understanding that may prove useful in its implications for formal and informal learning

Tablets in Second Language Learning: Learners’ and Teachers’ Perceptions

This study explored the perceptions of ESL learners and teachers on using tablets in their language classrooms, focusing on the device’s four inherent affordances: learnability, usability, motivation, and willingness to use tablets. Although previous research has investigated the pedagogical use of tablets in the domain of higher education, elementary and secondary education, and teacher training, there is little research exploring the perceptions of ESL students and even less involving their teachers. The themes that guided the study are commonly found in Mobile Assisted Language Learning (MALL) perception studies. What is known about users’ perceptions of MALL-based pedagogy (including tablets) is that students and their instructors view the use of these platforms positively. For instance, it has been acknowledged that the use of MALL-based pedagogy has the potential to enhance learning by: (1) improving the learning experience – learnability (Obari & Lambacher, 2015), (2) increasing learners’ level of comfort – usability (Altena, 2015), (3) boosting motivation (Cardoso, 2011), and (4) increasing students’ willingness to use the technology (Cumming & Rodriguez, 2013). This study examined the perceptions of 45 young adult ESL learners and 11 teachers on their use of tablets (Apple iPads) in their classrooms. A mixed-method approach was adopted to collect and analyze the data. Learners’ and teachers’ surveys used a 5-point Likert scale to probe the participants’ perceptions of the four themes: (1) learnability (e.g., using iPads helps me improve my listening skills in English), (2) usability (e.g., I find it is easy for my students to use iPads in reading activities), (3) motivation (e.g., using iPads motivates me to read English texts), and (4) willingness to use tablets (e.g., I will use the iPad for teaching my classes in the future). To measure the four key themes quantitatively, the survey results were analyzed via descriptive statistics. Qualitative data were obtained through face-to-face interviews, which were subjected to a thematic analysis. Findings reveal positive perceptions from both ESL learners and their teachers on all four measures adopted, which were also corroborated by the thematic analysis of the interviews. Keywords: tablets, MALL, ESL learners, ESL teacher