Disrupting education using smart mobile pedagogies

Kearney, M; Burden, K; Schuck, S

Disrupting education using smart mobile pedagogies

Kearney, M

Burden, K Schuck, S

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Publication Type:: Chapter
Citation:: Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, 2018, pp. 139 - 157
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.contributor.author	Burden, K	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, 2018, pp. 139 - 157	en_US
dc.identifier.isbn	9783030015503	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128901
dc.description.abstract	© Springer Nature Switzerland AG 2019. As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by the use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted, and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling. In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement ‘feasible disruptions’. Consequently, implications for teacher education are explored.	en_US
dc.relation.ispartof	Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning	en_US
dc.relation.isbasedon	10.1007/978-3-030-01551-0_7	en_US
dc.title	Disrupting education using smart mobile pedagogies	en_US
dc.type	Chapter
utslib.for	130306 Educational Technology and Computing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© Springer Nature Switzerland AG 2019. As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by the use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted, and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling. In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement ‘feasible disruptions’. Consequently, implications for teacher education are explored.

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http://hdl.handle.net/10453/128901