[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-136015-en":3,"doc-seo-136015-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":11,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},136015,2336475401981,"Chumphorn","https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694",8,"Research & Report","Exploring Mobile Affordances in the Digital Classroom","This article reports a survey of teachers completing a postgraduate applied practice certificate in digital and collaborative learning, focusing on how mobile learning affordances are used on the course and in everyday classrooms. The study examines the extent of integration and identifies which mobile learning activities are adopted or not yet adopted. Findings show frequent engagement with simple supplementary practices like taking photographs and making videos, alongside notable teacher interest in more sophisticated activities such as outdoor discovery tasks. Results also highlight the need for explicit guidance and curriculum support to help schools adopt advanced approaches in practice.","EXPLORING MOBILE AFFORDANCES IN THE DIGITAL  \nCLASSROOM  \nDavid Parsons 1, Herbert Thomas2 and Jocelyn Wishart3  \nThe Mind Lab by Unitec  \n1 Auckland, 1023, New Zealand  \n2Christchurch, 8011, New Zealand  \n3Graduate School of Education, University of Bristol, Bristol, BS8 1JA, UK.  \nABSTRACT  \nThis article reports on a survey of teachers undertaking a postgraduate applied practice certificate in digital and collaborative learning. The survey was intended to capture how mobile learning was currently being used by the teachers both on the course and in their own classrooms. The objective was to investigate to what extent mobile learning was being used by our teachers, and which particular mobile learning activities were, or were not, being integrated into teaching and learning in their own classrooms. We also wanted to explore how interested the teachers might be in seeing new mobile learning activities embedded within the course. Our results suggested that teachers and their students are frequently engaged in activities that utilize mobile learning affordances, but that these activities focus on simple, supplementary activities such as taking photographs and making videos. However, our results also indicate that there was significant interest among our teachers to explore more sophisticated mobile learning activities such as outdoor discovery activities. One conclusion we might draw from this study is that, despite many years of research into mobile learning and how it can be used both inside and outside the classroom, teachers need to be explicitly guided and supported to adopt these approaches in their schools. The feedback from this survey will be used to help to develop the course curriculum to integrate new elements of mobile learning.  \nKEYWORDS  \nMobile learning, affordance, learner activity, curriculum, context of use  \n1. INTRODUCTION  \nIn the early years of mobile learning, the distinction between mobile devices and other types of digital tool was quite clear. The physical differences in size, weight and features between mobile phones and PDAs on the one hand, and desktop and laptop computers on the other, were significant. Both Quinn (2000) and Traxler (2005) provided early definitions of mobile learning that explicitly focused on mobile devices as core components of such a definition. However, we now inhabit a world where digital devices of all sizes and intents present a ubiquitous environment of potential learning tools. As Wu et al. (2012) note, while past research tended to focus on mobile phones and PDAs, there is an increasing range of devices being utilised for mobile learning. The huge uptake of touch screen tablet-sized devices in the 2010s (Pope & Neumayr, 2010) has blurred the boundary between the mobile and the static device. A tablet on the desktop with an attached keyboard mimics the traditional style of static computer, while the same device can immediately switch to a tool for mobility, with GPS, camera, sensors and so on. As Mockus et al (2011) noted from learning analytics, tablets are increasingly being used to connect to material designed for mobile access. The potential for mobility continues to increase, for example a GoPro proves new perspectives for creativity (Stodd, 2013) while drones are already being used for teaching and learning (Briggs & Patterson, 2015.)  \nIn addition to the expanding notion of what might be viewed as a mobile device, current definitions of mobile learning incorporate notions of mobility that include: a realization of the illusory nature of traditional classroom-bounded practices that are based on an assumption of the stability of the learning context (Kukulsa-Hulme et al., 2009); the view that learners are always on the move and that learning is both informal and, at times, vicarious (Brown et al., 2010); and, that mobile learning has unique features that enable place-sensitive information, amongst other things (Raudaskoski, 2003.)  \n2. MOBILE LEARNING AFFORDANCES  \n","cbCaiivg0Zoo8cht","https://ap.wps.com/l/cbCaiivg0Zoo8cht","pdf",756746,2,1,"English","en",105,"# Introduction\n# Mobile learning affordances","[{\"question\":\"What was the purpose of the teacher survey in this study?\",\"answer\":\"The survey aimed to capture how mobile learning was used by teachers on the course and in their own classrooms, including which activities were integrated and how interested teachers were in new embedded activities.\"},{\"question\":\"What mobile learning activities were teachers most commonly using?\",\"answer\":\"Teachers and students were frequently engaged in simple supplementary activities, especially taking photographs and making videos.\"},{\"question\":\"What does the study suggest teachers need to adopt more advanced mobile learning approaches?\",\"answer\":\"Teachers require explicit guidance and ongoing support to adopt more sophisticated mobile learning approaches, such as outdoor discovery activities, in their 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