Looking to the future: M-learning with the iPad

Might Apple’s new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself

Awareness of digital footprint management in the new media amongst youth

The industrial revolution creates a new era where everything can be accessed via the Internet. However, despite all the advantages, the new era of technology comes with disadvantages as well. Studies have shown that the youth category is the group that is a synonym to technology. Most of the youth nowadays enjoy using the features but lacked the information on the footprint of their Internet browsing history. When individuals engaged with the Internet, they generated a complex trail of these digital footprints that may include their various presentation of self, based on social profiles and comments, traces of their activities, interest, interaction and anything else they choose to share online. However, the extent to which netizens are aware that they are creating these tracks and traces and have some ability to manipulate and control them is unclear at present. Thus, the objective of this paper is to identify the level of awareness among youth about the digital footprint. The research started with a structured survey distributed to respondents as a data collection requirement for analysis. A quantitative research method is employed in this research. Survey was conducted to the three main areas namely urban, suburban and rural as a sample of the population. Results were presented in the form of description analysis with respondents demographic and perception of respondents based on digital footprint awareness

You did what at the weekend? - A workshop to develop the digital awareness and understanding of digital footprints amongst primary education studies undergraduates

Digital footprints, which are the records left online through the use of social media such as Twitter and Instagram, are a growing concern for the future employability of undergraduates. This case study explores research the co-creation of a workshop about digital footprints with undergraduates on a Primary Education Studies degree in an English university to protect professional identities. The workshop included a range of activities to help undergraduates learn about the importance of digital footprints, how to check their own digital footprints, explore steps to protect their digital identities on different social networks, and how to curate a positive digital identity. It is argued here that undergraduates need more opportunities to learn about digital footprints

What makes an idea be worth sharing…or maybe recycling…or maybe shredding? What do we want learners to ‘take home’?

Writing a ‘reflections’ piece for this journal is an interesting challenge to be given. In working out what to write about, I have been mindful of the ‘footprints’ I am treading in, of the topics of the reflections that have come before and equally important of the spirit and tone of these reflections

EXPLORING THE IMPACT OF SOCIAL NETWORKING SITES ON ADULT EDUCATION

Social Networking Sites (SNS) are rapidly taking over people’s personal as well as professional lives, globally. It has not only changed the way masses communicate and express but is also transforming the way learning is looked at. Though considered as inherently personal spaces, these sites are now proving to be professional spaces to learn; used by millions of consumers and validated by field experts and mentors. Although there is some amount of research done on the effects social network platforms have on school education, the way it is moulding adult education is yet to be fully investigated. Adult education is essentially unlike school education as it usually has a specific goal, either personal or career oriented. Since SNS are affecting all these aspects of life and the world is starting to accept them as not only socialising tools but as executive tools, it is time for these sites to be a part of adult education too

I’m deleting as fast as I can: Negotiating learning practices in cyberspace

Learning in and through work is one of the many spaces in which pedagogy may unfold. Web technologies amplify this fluidity and online learning now encompasses a plethora of practices. In this paper I focus on the delete button and deleting practices of self-employed workers engaged in informal work-related learning in online communities. How the relational and material aspects of online pedagogical practices are being negotiated is explored. While deleting appears to be an everyday practice, understanding the delete button as a fluid object in fluid space begins to illuminate its complexity and multiple enactments. Deleting practices which work to stem the tide of information pushing itself onto screens, as well as those practices that attempt to delete traces left behind on screens and ‘in the cloud’, are examined. Actor Network Theory provides the theoretical and conceptual tools for this exploration. I conclude with observations on the politics of the delete button and implications for more sophisticated digital fluency in everyday pedagogy

Rethinking the relationship between pedagogy, technology and learning in health and physical education

This paper seeks to address two key questions: 1) how could a pedagogically-driven approach to the use of DigiTech in HPE benefit young people’s learning; and 2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in Health and physical Education (HPE). In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence base on DigiTech against a three dimensional categorization of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context (Armour, 2011) – we are able to demonstrate the value of a pedagogically-informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE