Pub Date : 2020-10-01DOI: 10.1080/09523987.2020.1848510
Mathea Simons, T. Smits, Paul Janssenswillen
ABSTRACT In many countries stakeholders take initiatives to stimulate students’ media literacy, such as (free) distribution of newspapers to teachers, the so-called Newspapers in Education (NiE) programmes. The aim of these initiatives is to promote reading, stimulate interactive ways of teaching and create a generation of critical thinkers and informed citizens. The success and effectiveness of initiatives of this kind depend on how teachers use newspapers as teaching tools in class. In this study we examine the use of a local NiE programme and shed light on its determining factors. 454 Flemish teachers (Belgium) in primary and secondary education and 219 student teachers (Bachelors and Masters) participated in the study, which followed a mixed-methods approach. The results show that if newspapers are (freely) distributed, teachers use them as teaching tools quite intensively as teaching tools. One of the most determining factors is the extent to which teachers use media themselves and work on media creation in their classrooms. This finding indicates that school board members, pedagogical counsellors and teacher educators can support and stimulate NiE programmes by paying explicit attention to these elements, e.g., during pre- and in-service training as well as by focusing on the development of media literacy competencies of teachers.
{"title":"Newspapers as teaching tools for media literacy education what makes teachers use newspapers in their classrooms?","authors":"Mathea Simons, T. Smits, Paul Janssenswillen","doi":"10.1080/09523987.2020.1848510","DOIUrl":"https://doi.org/10.1080/09523987.2020.1848510","url":null,"abstract":"ABSTRACT In many countries stakeholders take initiatives to stimulate students’ media literacy, such as (free) distribution of newspapers to teachers, the so-called Newspapers in Education (NiE) programmes. The aim of these initiatives is to promote reading, stimulate interactive ways of teaching and create a generation of critical thinkers and informed citizens. The success and effectiveness of initiatives of this kind depend on how teachers use newspapers as teaching tools in class. In this study we examine the use of a local NiE programme and shed light on its determining factors. 454 Flemish teachers (Belgium) in primary and secondary education and 219 student teachers (Bachelors and Masters) participated in the study, which followed a mixed-methods approach. The results show that if newspapers are (freely) distributed, teachers use them as teaching tools quite intensively as teaching tools. One of the most determining factors is the extent to which teachers use media themselves and work on media creation in their classrooms. This finding indicates that school board members, pedagogical counsellors and teacher educators can support and stimulate NiE programmes by paying explicit attention to these elements, e.g., during pre- and in-service training as well as by focusing on the development of media literacy competencies of teachers.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79346402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/09523987.2020.1848509
Zeynep Taçgın
ABSTRACT This research investigates the learning progress and bottlenecks of students during learning via an immersive virtual reality environment. At the planning stage of this action research, an immersive virtual reality learning environment – myVOR- was designed and developed to teach concepts and procedures. myVOR was developed using the Unity game engine. Depth-camera integrated Head Mounted Display was used to support the skill training of learners via intuitive gesture interaction. In the action stage, myVOR was applied to fourteen 3rd year nursing students, once a week for a month. Qualitative and quantitative data were gathered to analyse learning status and, the fluctuation among sessions concerning behaviours, attitudes, reactions. Data were collected from video recordings, myVOR logs, interviews, and an information exam. The results indicated that myVOR was sufficient to teach concepts and complex procedures. However, the learners experienced problems before adapting the used technology, and this affected their behaviours and attitudes during training. The findings of this research support the requirement for a comprehensive needs analysis before designing immersive virtual reality learning environments.
{"title":"Immersive virtual reality as an action: measuring approach and learning status of learners after planning myVOR","authors":"Zeynep Taçgın","doi":"10.1080/09523987.2020.1848509","DOIUrl":"https://doi.org/10.1080/09523987.2020.1848509","url":null,"abstract":"ABSTRACT This research investigates the learning progress and bottlenecks of students during learning via an immersive virtual reality environment. At the planning stage of this action research, an immersive virtual reality learning environment – myVOR- was designed and developed to teach concepts and procedures. myVOR was developed using the Unity game engine. Depth-camera integrated Head Mounted Display was used to support the skill training of learners via intuitive gesture interaction. In the action stage, myVOR was applied to fourteen 3rd year nursing students, once a week for a month. Qualitative and quantitative data were gathered to analyse learning status and, the fluctuation among sessions concerning behaviours, attitudes, reactions. Data were collected from video recordings, myVOR logs, interviews, and an information exam. The results indicated that myVOR was sufficient to teach concepts and complex procedures. However, the learners experienced problems before adapting the used technology, and this affected their behaviours and attitudes during training. The findings of this research support the requirement for a comprehensive needs analysis before designing immersive virtual reality learning environments.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75952223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/09523987.2020.1848512
Henriikka Vartiainen, M. Tedre, J. Kahila, Teemu Valtonen
ABSTRACT While much has been written about the personal, social, and democratic benefits of networked communities and participatory learning, critics have begun to draw attention to the ubiquitous data collection and computational processes behind mass user platforms. Personal and behavioral data have become valuable material for statistical and machine learning techniques that have the potential to profile, infer, and predict people’s needs, values, and behavior. As a response, researchers are calling for data literacies and computational thinking to facilitate people’s capacity and volition to make informed actions in their digital world. Yet, efforts and curricula towards a greater understanding of computational mechanisms of new media ecology are sorely missing from K12-education as well as from teacher education. This paper provides an overview of tensions that teachers and educators will face when they attempt to bridge participatory learning with a more robust understanding of machine learning and algorithmic production of social and cultural practices.
{"title":"Tensions and trade-offs of participatory learning in the age of machine learning","authors":"Henriikka Vartiainen, M. Tedre, J. Kahila, Teemu Valtonen","doi":"10.1080/09523987.2020.1848512","DOIUrl":"https://doi.org/10.1080/09523987.2020.1848512","url":null,"abstract":"ABSTRACT While much has been written about the personal, social, and democratic benefits of networked communities and participatory learning, critics have begun to draw attention to the ubiquitous data collection and computational processes behind mass user platforms. Personal and behavioral data have become valuable material for statistical and machine learning techniques that have the potential to profile, infer, and predict people’s needs, values, and behavior. As a response, researchers are calling for data literacies and computational thinking to facilitate people’s capacity and volition to make informed actions in their digital world. Yet, efforts and curricula towards a greater understanding of computational mechanisms of new media ecology are sorely missing from K12-education as well as from teacher education. This paper provides an overview of tensions that teachers and educators will face when they attempt to bridge participatory learning with a more robust understanding of machine learning and algorithmic production of social and cultural practices.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72574989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/09523987.2020.1848508
Beatrice A. Kunka
ABSTRACT Engagement is an essential factor in successful outcomes for students. Several studies have shown that the use of Twitter in the higher education classroom has the potential to increase student engagement. Student engagement increases students’ academic success, because they are interacting with the course content, peers and the course instructor on a higher level. In this time of a world-wide pandemic, more and more institutions of higher education are offering online courses. The following bullet points have implications for higher education teaching in that they demonstrate the positive aspects of using Twitter. The key findings of this manuscript include: There are statistically significant positive correlations between student engagement and their academic success. Twitter increases student engagement in the higher education classroom. Students who would normally not speak up in class are able to increase their engagement in class discussions, etc. through the use of Twitter. Twitter is a potential tool for overcoming student feelings of isolation due to a lack of communication intimacy and immediacy. Twitter provides another communication channel; provides a space to share assignments; and provides a medium where students actively engage with other, with the course content, and with the professor both in out of classroom.
{"title":"Twitter in higher education: increasing student engagement","authors":"Beatrice A. Kunka","doi":"10.1080/09523987.2020.1848508","DOIUrl":"https://doi.org/10.1080/09523987.2020.1848508","url":null,"abstract":"ABSTRACT Engagement is an essential factor in successful outcomes for students. Several studies have shown that the use of Twitter in the higher education classroom has the potential to increase student engagement. Student engagement increases students’ academic success, because they are interacting with the course content, peers and the course instructor on a higher level. In this time of a world-wide pandemic, more and more institutions of higher education are offering online courses. The following bullet points have implications for higher education teaching in that they demonstrate the positive aspects of using Twitter. The key findings of this manuscript include: There are statistically significant positive correlations between student engagement and their academic success. Twitter increases student engagement in the higher education classroom. Students who would normally not speak up in class are able to increase their engagement in class discussions, etc. through the use of Twitter. Twitter is a potential tool for overcoming student feelings of isolation due to a lack of communication intimacy and immediacy. Twitter provides another communication channel; provides a space to share assignments; and provides a medium where students actively engage with other, with the course content, and with the professor both in out of classroom.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83814506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/09523987.2020.1824421
Sijia Xue, D. Churchill
ABSTRACT This paper reports on a study designed to explore the educational affordances of mobile social media and how teachers’ private theories mediate integration of the affordances in teaching practice in higher education in China. Four university teachers were included as cases for an in-depth inquiry in this study. Qualitative data were collected through multiple methods, including observations, interviews and documents such as written reflections provided by the participants. Thematic content analysis was performed to explicate categories of affordances and private theories. Nine categories of affordances of mobile social media emerged from the results. Analysis of data also exposed a number of areas of private theories that influenced the decisions for technology integration of different teachers. Theories about Learning most productively mediated instructional decisions leading to student-centered practices while other theories were leading to more traditional practices. Private theories of the participants transformed with their adoption of affordances of mobile social media, and thus reflection emerged as a critical strategy for productively transforming teachers’ private theories. Moreover, recommendations for practitioners are delivered and suggestions for future research are provided.
{"title":"Teachers’ private theories and their adoption of affordances of mobile social media: a qualitative multi-case study of teachers’ integration of WeChat in higher education in China","authors":"Sijia Xue, D. Churchill","doi":"10.1080/09523987.2020.1824421","DOIUrl":"https://doi.org/10.1080/09523987.2020.1824421","url":null,"abstract":"ABSTRACT This paper reports on a study designed to explore the educational affordances of mobile social media and how teachers’ private theories mediate integration of the affordances in teaching practice in higher education in China. Four university teachers were included as cases for an in-depth inquiry in this study. Qualitative data were collected through multiple methods, including observations, interviews and documents such as written reflections provided by the participants. Thematic content analysis was performed to explicate categories of affordances and private theories. Nine categories of affordances of mobile social media emerged from the results. Analysis of data also exposed a number of areas of private theories that influenced the decisions for technology integration of different teachers. Theories about Learning most productively mediated instructional decisions leading to student-centered practices while other theories were leading to more traditional practices. Private theories of the participants transformed with their adoption of affordances of mobile social media, and thus reflection emerged as a critical strategy for productively transforming teachers’ private theories. Moreover, recommendations for practitioners are delivered and suggestions for future research are provided.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74322445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/09523987.2020.1824420
I. Botički, N. Uzelac, M. H. Dlab, N. Hoić-Božić
ABSTRACT This paper presents a system architecture for synchronous mobile Computer-Supported Collaborative Learning (mCSCL). The paper builds on the notion of content-independent mCSCL by adding the technology support designed according to the contemporary design principles to support young learners. The specifics of the presented architecture are the authoring application that allows for reuse of interactive web-based educational application modules named “widgets”. Widgets communicate via the Group Communication module to deliver group work educational experiences. The Group Communication module consists of the three sub-modules: Message Forwarding Sub-module, Activity Management Sub-module and History Management Sub-module. The three sub-modules are designed to deliver synchronous mCSCL experiences by distributing communication messages to the subscribed groups and their members in a timely manner and by ensuring possible state reconstruction necessary for smooth learner transition between widgets and devices. Such an approach adds to the robustness of synchronous communication which is demonstrated by utilizing the system and the developed widgets in two case studies where early primary school children learn Mathematics in pairs and triplets. The presented system is able to deliver synchronous mCSCL activities including pairs and triplets in a dynamic early primary school environment.
{"title":"Making synchronous CSCL work: a widget-based learning system with group work support","authors":"I. Botički, N. Uzelac, M. H. Dlab, N. Hoić-Božić","doi":"10.1080/09523987.2020.1824420","DOIUrl":"https://doi.org/10.1080/09523987.2020.1824420","url":null,"abstract":"ABSTRACT This paper presents a system architecture for synchronous mobile Computer-Supported Collaborative Learning (mCSCL). The paper builds on the notion of content-independent mCSCL by adding the technology support designed according to the contemporary design principles to support young learners. The specifics of the presented architecture are the authoring application that allows for reuse of interactive web-based educational application modules named “widgets”. Widgets communicate via the Group Communication module to deliver group work educational experiences. The Group Communication module consists of the three sub-modules: Message Forwarding Sub-module, Activity Management Sub-module and History Management Sub-module. The three sub-modules are designed to deliver synchronous mCSCL experiences by distributing communication messages to the subscribed groups and their members in a timely manner and by ensuring possible state reconstruction necessary for smooth learner transition between widgets and devices. Such an approach adds to the robustness of synchronous communication which is demonstrated by utilizing the system and the developed widgets in two case studies where early primary school children learn Mathematics in pairs and triplets. The presented system is able to deliver synchronous mCSCL activities including pairs and triplets in a dynamic early primary school environment.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77517353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/09523987.2020.1824423
M. Tavernier, Xiao Hu
ABSTRACT Early childhood teachers introduced mobile learning activities and educational software to the children's in-class learning activities. This qualitative study implemented one constructive creation app in two early childhood classrooms. It designed, implemented and evaluated the effectiveness of pedagogy practices (PP) for the meaningful implementation of constructive apps in an early childhood classroom. Two small groups of four to five years-old children engaged in weekly in-class research activities. Sixteen videos and 122 artifacts were analysed to determine each child's well-being, involvement, and motivation during the digital creation activities and evaluate the effectiveness of the implemented PP. The most effective PP embedded strategies that 1. enhanced the children's perceived autonomy, competence, and relatedness, 2. implemented a flexible and generous use of direct interactions between teachers and students, and 3. provided app operational habit-shaping routines that guided young children’s engagement with the mobile device and app. The implications of these findings are practical and theoretical. Teachers may use the transferable PP to guide their efforts to develop and implement digital creation activities in their early childhood classrooms. The findings of this study may also contribute the development of a mobile learning theory for young children and address a gap in the research literature.
{"title":"Emerging Mobile Learning Pedagogy Practices: Using tablets and constructive apps in early childhood education","authors":"M. Tavernier, Xiao Hu","doi":"10.1080/09523987.2020.1824423","DOIUrl":"https://doi.org/10.1080/09523987.2020.1824423","url":null,"abstract":"ABSTRACT Early childhood teachers introduced mobile learning activities and educational software to the children's in-class learning activities. This qualitative study implemented one constructive creation app in two early childhood classrooms. It designed, implemented and evaluated the effectiveness of pedagogy practices (PP) for the meaningful implementation of constructive apps in an early childhood classroom. Two small groups of four to five years-old children engaged in weekly in-class research activities. Sixteen videos and 122 artifacts were analysed to determine each child's well-being, involvement, and motivation during the digital creation activities and evaluate the effectiveness of the implemented PP. The most effective PP embedded strategies that 1. enhanced the children's perceived autonomy, competence, and relatedness, 2. implemented a flexible and generous use of direct interactions between teachers and students, and 3. provided app operational habit-shaping routines that guided young children’s engagement with the mobile device and app. The implications of these findings are practical and theoretical. Teachers may use the transferable PP to guide their efforts to develop and implement digital creation activities in their early childhood classrooms. The findings of this study may also contribute the development of a mobile learning theory for young children and address a gap in the research literature.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90304982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/09523987.2020.1824422
M. Diao, J. Hedberg
ABSTRACT Several learning technologies have been explored in higher education around the world. Learning has become more mobile, massive, open, flexible, blended, informal, audio-visual based, highly collaborative, and activity driven. While the traditional classroom still exists, it is being challenged. Increasingly checking emails in front of a PC or making phone calls are being replaced by students using their mobile phones to post on blogs, conduct Facebook chats, manage Instagram photos, submit assignments and directly access to learning resources. Teachers require more advanced skills or competencies to use mobile and digital forms of representation in order to make the content and activity more engaging, accessible, convenient and customised. Teachers need skills in developing technological and pedagogical content knowledge and activities. This paper explores how mobile and emerging learning technologies have been used in the face-to-face classroom through examining the three distinct trends, namely, engaged learning, convenient learning, and customised and personalised learning. It explores the different trends in well-designed and equipped classrooms in a private tertiary college. The specific examples and cases were drawn from a study focussed on “Representational Fluency”, specifically designed to make conceptual connections between representations and how learners change their communication behaviour while using various mobile apps and emerging tools.
{"title":"Mobile and emerging learning technologies: are we ready?","authors":"M. Diao, J. Hedberg","doi":"10.1080/09523987.2020.1824422","DOIUrl":"https://doi.org/10.1080/09523987.2020.1824422","url":null,"abstract":"ABSTRACT Several learning technologies have been explored in higher education around the world. Learning has become more mobile, massive, open, flexible, blended, informal, audio-visual based, highly collaborative, and activity driven. While the traditional classroom still exists, it is being challenged. Increasingly checking emails in front of a PC or making phone calls are being replaced by students using their mobile phones to post on blogs, conduct Facebook chats, manage Instagram photos, submit assignments and directly access to learning resources. Teachers require more advanced skills or competencies to use mobile and digital forms of representation in order to make the content and activity more engaging, accessible, convenient and customised. Teachers need skills in developing technological and pedagogical content knowledge and activities. This paper explores how mobile and emerging learning technologies have been used in the face-to-face classroom through examining the three distinct trends, namely, engaged learning, convenient learning, and customised and personalised learning. It explores the different trends in well-designed and equipped classrooms in a private tertiary college. The specific examples and cases were drawn from a study focussed on “Representational Fluency”, specifically designed to make conceptual connections between representations and how learners change their communication behaviour while using various mobile apps and emerging tools.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74302446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/09523987.2020.1833680
N. Churchill
ABSTRACT Developing digital literacy skills is essential for 21st century learning, working and living. Emerging mobile technologies provide affordances that can be leveraged to advance these skills in a school educational setting. Digital literacy in the context of this paper encompasses media literacy, visual literacy, technology tools literacy and traditional literacy. This paper reports on a project designed to evaluate the development of digital literacy skills through digital storytelling with mobile technology tools (iPads and relevant apps). This approach involves primary school students conducting research, collecting and analysing data, and presenting their findings in the format of a digital story. The participating students planned, developed and presented their digital stories in a way that showcased their research skills, designs thinking and digital literacy skills. Results suggested that digital storytelling with mobile technologies contributes to the development of students’ digital literacy skills by enabling them to (a) access information at anytime and anywhere, (b) test their assumptions and reflect on their thinking, (c) represent and share their ideas and solutions to problems, and (d) receive feedback from peers and teachers.
{"title":"Development of students’ digital literacy skills through digital storytelling with mobile devices","authors":"N. Churchill","doi":"10.1080/09523987.2020.1833680","DOIUrl":"https://doi.org/10.1080/09523987.2020.1833680","url":null,"abstract":"ABSTRACT Developing digital literacy skills is essential for 21st century learning, working and living. Emerging mobile technologies provide affordances that can be leveraged to advance these skills in a school educational setting. Digital literacy in the context of this paper encompasses media literacy, visual literacy, technology tools literacy and traditional literacy. This paper reports on a project designed to evaluate the development of digital literacy skills through digital storytelling with mobile technology tools (iPads and relevant apps). This approach involves primary school students conducting research, collecting and analysing data, and presenting their findings in the format of a digital story. The participating students planned, developed and presented their digital stories in a way that showcased their research skills, designs thinking and digital literacy skills. Results suggested that digital storytelling with mobile technologies contributes to the development of students’ digital literacy skills by enabling them to (a) access information at anytime and anywhere, (b) test their assumptions and reflect on their thinking, (c) represent and share their ideas and solutions to problems, and (d) receive feedback from peers and teachers.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85330418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/09523987.2020.1833679
N. Churchill
In recent years, there has been an evident expansion in the affordance of mobile and wearable technologies that are becoming increasingly implemented in teaching and learning. Mobile learning has b...
{"title":"Editorial: Mobile Technologies and Teacher Readiness","authors":"N. Churchill","doi":"10.1080/09523987.2020.1833679","DOIUrl":"https://doi.org/10.1080/09523987.2020.1833679","url":null,"abstract":"In recent years, there has been an evident expansion in the affordance of mobile and wearable technologies that are becoming increasingly implemented in teaching and learning. Mobile learning has b...","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76497477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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