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University of Minho, Braga, Portugal – [email protected]
Mobile phone appropriation and pedagogical mediation by students
in educational contexts
MoLeNET Mobile Learning Conference 2009
1st December, London
Adelina Moura & Ana Amélia Carvalho
University of Minho, Braga, Portugal – [email protected]
• Analysis of the students' mobile phone appropriation as learning tools
• Assessment of how the mobile phone mediates learning
• Studying the mobile technology implications in learning: creating learning strategies and monitoring within and outside the classroom.
Goals
University of Minho, Braga, Portugal – [email protected]
Methodology
A qualitative research methodology with multiple cases, involving a range of data collection techniques (questionnaires, interviews, focus group, observations, and diaries).
University of Minho, Braga, Portugal – [email protected]
Framework - Activity Theory
Two concepts i) appropriation ii) mediation• How mobile phones were appropriated as a learning tool by students;• How they mediated the learning activities.
Activity Theory principles helped us to frame the analysis in our study:
• i) to identify the socio-cultural factors that influenced the process of mobile phone appropriation;
• ii) to determine how mobile mediated activities introduced new possibilities.
University of Minho, Braga, Portugal – [email protected]
Study
We carried out a study looking at how the mobile phone has been used in different learning settings as a learning tool within and outside a secondary school classroom, both in Portuguese and French languages.
University of Minho, Braga, Portugal – [email protected]
Mobile Devices
We examine the use of students mobile phone in the following contexts:
• i) as a repository of learning content;
• ii) as a production tool for writing and reading and exploring multimedia features (audio, video and image;
• iii) as an SMS-based learning scenario.
University of Minho, Braga, Portugal – [email protected]
Environment description
• Curricular and extracurricular activities
• Individual and collaborative learning
Background
• Inside and Outside classroom
University of Minho, Braga, Portugal – [email protected]
Curricular Activities
• Video in Portuguese and French classes for discussion
Podcasts:i) to study Portuguese Literature
and language;ii) to improve French language
and reading.• Photos and videos creation by
students for individual and collaborative activities
• SMS-based learning scenario
University of Minho, Braga, Portugal – [email protected]
Individual & Collaborative Activities
• Micro stories creation• Mobile Quizzes: i) grammar ii) curricular learning iii) general culture • iDictionary – both in Portuguese &
French languages
• Three SMS-based scenario:i) Receptive activitiesii) Productive activitiesiii) Collaborative activities
University of Minho, Braga, Portugal – [email protected]
Geração Móvel - Mobile Generationhttp://geramovel.wirenode.mobi
University of Minho, Braga, Portugal – [email protected]
Findings
Outcomes showed that:
i) Students' competences (writing and reading) in French language had benefited from mobile phone use (podcasts);
ii) Students' engagement in learning Portuguese and French languages was enhanced (SMS-based learning):
iii) We noted an increase in students' motivation in both individual and collaborative learning.
University of Minho, Braga, Portugal – [email protected]
Thank you for your presence!
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Adelina Moura
