Teachers Advocating mLearning
Today, society is immersed in a technological revolution that is changing people’s lives: the way one lives, works, plays and even learns. With exposure to such innovative technological devices, information technology is becoming an increasingly important tool in the Australian Education’s school curriculum. Interestingly, the intricacy surrounding the demographics of the implementation of wireless technology presents a critical perspective in examining the role of, and selected issues relating to, the ideation of wireless technology implementation across all curriculum areas within mainstream schooling. However, little consideration has been given to the implications of the move from current online learning mediums to a mobile learning environment; tailored to meet the specific needs of the facilitators and the learners. The notion of communicating computer and information literacy across the curriculum through wireless technology (specifically Pocket PCs) requires critical analysis of the paradigm shift in the teaching, learning and curriculum planning of education. Such a paradigm shift can only be viable if teachers and students are able to reengage themselves in the learning process when the new technology is introduced. Therefore, it is imperative to investigate the emergence of key themes that allow for such reengagement. In particular, focus will be placed on investigating what elements underpin a teacher’s beliefs about how their pedagogical practice, incorporating wireless technology, promotes authentic learning in an mLearing society.
Keywords: Teachers as Advocates, mLearning, Wireless Technology, Innovative Pedagogical Practice, Mobile Learning
Doctoral Student, Doctor of Education (EdD), Queensland University of Technology (QUT)