Abstract
This paper shares the theoretical and methodological frameworks that are deployed in a 3-year study to examine how Singapore primary school students leverage on mobile technology for seamless learning. This notion of seamless learning refers to the integrated and synergistic effects of learning in both formal and informal settings, which is distributed across different learning processes (emergent or planned) as well as across different spaces (in or out of class). Drawing insights from the literature and our study, we assert that we should jettison the technology-centric view to adopt a socio-cultural framework. This move puts us in a better position to make sense of the rich complexities coalescing around the students' in-situ use of mobile devices. We also critiqued the adequacy of our people-centred data collection method, in particular, cooperative inquiry in capturing instances of seamless learning. Challenges of operationalising the cooperative inquiry approaches are also detailed in the paper.
| Original language | English |
|---|---|
| Pages (from-to) | 301-318 |
| Number of pages | 18 |
| Journal | Learning, Media and Technology |
| Volume | 38 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2013 |
Bibliographical note
Funding Information:This material is based on the work supported by the National Research Foundation (NRF) Singapore under Grant NRF2007-IDM005-MOE008. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NRF Singapore. We are grateful to the participating primary school for collaborating with us on this research. We would also like to thank the anonymous reviewers for their insightful comments.
Keywords
- cooperative inquiry
- digital practices
- methodology
- mobile learning
- seamless learning
- theoretical framework