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The complex picture of novel use of mobile and ubiquitous technologies in every teaching and learning practices
Linnaeus University, Faculty of Technology, Department of Informatics. (CeLeKT)ORCID iD: 0000-0001-7427-9444
2014 (English)In: EDULEARN14 Proceedings, 2014, p. 4293-4302Conference paper, Published paper (Refereed)
Abstract [en]

Effective autumn 2011, all Swedish schools adopted the latest compulsory school system curriculum, including required technology learning outcomes. However, this mandate provided no instructional guidelines. Rather, the education systems continued to make technology investments in the hope that teachers will adopt and students will benefit from mobile and ubiquitous technologies.

This paper aims to present the complex problematic situation impacting adoption of novel use of mobile and ubiquitous technologies in everyday teaching and learning practices. Findings are based upon three projects conducted at local compulsory schools in Växjö municipality, Sweden: Geometry Mobile (GeM); Learning Ecology with Technologies from Science for Global Outcomes (LETS GO); and Collaborative Learning Using Digital Pens and Interactive Whiteboards (Collboard). Research studies reflect collaboration with teachers, students and fellow researchers from the CeLeKT research group at Linnaeus University.

Two Thematic Analyses have been conducted. The first employs an inductive approach to explore the students’ and teachers’ experience of using mobile and ubiquitous technologies in their learning and teaching environment based on themes from the empirical data. The second analysis was deductive as the themes were generated from the Unified Theory of Acceptance and Use of Technology models, with the aim of understanding the perception and acceptance of teachers’ use of mobile and ubiquitous technologies.

Results are illustrated in a Soft Systems Methodology Rich Picture, providing a holistic view of the problematic situation. Clear indicators suggest the added value of mobile and ubiquitous technology in classrooms: students are able to actively participate, collaborate and discuss in different learning settings, activities that enhance their understanding. At the same time, challenges influence adoption and usage, including ease of use and reliability of technology, as well as availability of training to use technology as a supporting teaching and learning tool. 

Place, publisher, year, edition, pages
2014. p. 4293-4302
Keywords [en]
mobile and ubiquitous technologies; novel use; technology enhanced learning; Soft Systems Methodology; Rich Pictures; compulsory school in Sweden.
National Category
Information Systems
Research subject
Computer and Information Sciences Computer Science, Information Systems
Identifiers
URN: urn:nbn:se:lnu:diva-36211ISI: 000366837204058ISBN: 978-84-617-0557-3 (print)OAI: oai:DiVA.org:lnu-36211DiVA, id: diva2:735562
Conference
6th International Conference on Education and New Learning Technologies, 7-9 July, 2014, Barcelona
Available from: 2014-07-29 Created: 2014-07-29 Last updated: 2018-05-17Bibliographically approved

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Salavati, Sadaf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf