Optimising teaching and learning with mobile intensive pedagogies DP150101214

Funding: 2015: $110,000
2016: $105,500
2017: $90,000

Project Member(s): Aubusson, P., Kearney, M., Zowghi, D., Schuck, S., Burke, P.

Funding or Partner Organisation: Australian Research Council (ARC Discovery Projects)

Start year: 2015

Summary: Mobile technologies are ubiquitous in Australia but knowledge about their widespread effective application for school education is patchy. This research investigates the complex factors that promote or inhibit quality teaching and learning with mobile technologies in secondary schools. This project brings together multidisciplinary expertise to investigate mobile learning. It will support the development of effective teaching practices and school initiatives that exploit mobile technologies to improve education outcomes in mathematics and science. The project will establish cutting edge instruments, validated and tested in Australian contexts, which can be adapted for future large scale work in the field of technology-enhanced learning.

Publications:

Kearney, M, Burke, PF & Schuck, S 2019, 'The iPAC Scale: A Survey to Measure Distinctive Mobile Pedagogies', TechTrends, vol. 63, no. 6, pp. 751-764.
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Bano, M, Zowghi, D, Kearney, M, Schuck, S & Aubusson, P 2018, 'Mobile learning for science and mathematics school education: A systematic review of empirical evidence.', Comput. Educ., vol. 121, pp. 30-58.
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Bano, M, Zowghi, D & Kearney, M 1970, 'Feature Based Sentiment Analysis for Evaluating the Mobile Pedagogical Affordances of Apps.', WCCE, IFIP TC 3 World Conference on Computers in Education, Springer, Dublin, Ireland, pp. 281-291.
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Keywords: mobile learning, teacher education, maths and science education

FOR Codes: Educational Technology and Computing, Teacher Education and Professional Development of Educators, Secondary Education, Teaching and Instruction Technologies, Pedagogy, Teacher and Instructor Development

Acknowledgement of Country

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.