Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning

Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning

Copyright: © 2018 |Pages: 454

ISBN13: 9781522539490|ISBN10: 1522539492|EISBN13: 9781522539506

DOI: 10.4018/978-1-5225-3949-0

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Keengwe, Jared, editor. Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning. IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3949-0

APA

Keengwe, J. (Ed.). (2018). Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning. IGI Global. https://doi.org/10.4018/978-1-5225-3949-0

Chicago

Keengwe, Jared, ed. Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3949-0

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Advancements in technology in modern societies have resulted in an abundance of new educational tools and aids. Analyzing the effects of different mobile educational applications can provide insight into how technology can promote or discourage purposeful learning among students and educators alike.

The Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning is a crucial scholarly resource that examines the use of newly-developed technology on classroom education. Featuring pertinent topics that include collaborative learning, social media integration, virtual reality, and critical thinking dispositions, this publication is ideal for educators, academicians, students, and researchers that are interested in expanding their knowledge on recent trends and technologies that are enhancing the educational field.

Table of Contents

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Front Materials

Title Page

Copyright Page

Advances in Educational Technologies and Instructional Design (AETID) Book Series

Editorial Advisory Board

Foreword

Preface

Acknowledgment

Chapters

Chapter 1

Inside, Outside, and Off-Site: Social Constructivism in Mobile Games (pages 1-22)

Denise M. Bressler, Julie Oltman, Farah L. Vallera

Well-designed mobile games that require player agency and meaning making are excellent examples of constructivist learning. Mobile games can generate a myriad of different learning experiences such as discovery learning and...

Chapter 2

Approaches for Addressing Student Barriers to Collaborative Learning Success (pages 23-43)

Robert F. Houghton, Kevin R. Parker, Bill Davey, Karoly Bozan

Collaborative work can provide a valuable learning experience, especially for those preparing to enter the information systems workforce. There have been numerous papers that discuss various effective means of realizing the benefits...

Chapter 3

Instructional Technology and Meaningful Learning: A Synthesis for Teacher Educators for the 21st Century (pages 44-67)

Esther Ntuli, Arnold Nyarambi

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher...

Chapter 4

A Model for Mobile Social Media Integration in Constructivist ESL Classrooms (pages 68-89)

Ellen Yeh, Nicholas Swinehart

Social media, with its ability to create opportunities for interaction, presents a platform for applying technology into social constructivist learning contexts in innovative and meaningful ways. This chapter proposes a model for...

Chapter 5

Innovations in Mobile Photography for Digital-Age Teachers and Learners (pages 90-105)

Theresa A. Redmond, John Henson

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used...

Chapter 6

Identifying Effective Uses of Mobiles for Encouraging 21st Century Skills (pages 106-122)

Cynthia C. M. Deaton, Sandra M. Linder, Benjamin E. Deaton

This chapter outlines characteristics of inquiry-oriented projects that blend theories of constructivism with mobile technology. These characteristics capitalize upon 21st Century Skills (P21, 2009) that align with learner-centered...

Chapter 7

Mobile Learning in Higher Education (pages 123-146)

Lucretia M. Fraga, Belinda Bustos Flores

This qualitative research study determines if providing technology professional development augmented with consultative support to university faculty increases mobile learning opportunities in higher education. This study used...

Chapter 8

Integrating Virtual Reality Tools Into Classroom Instruction (pages 147-159)

James N. Oigara

Virtual reality (VR) is an emerging possibility for delivering educational content and experiences to students. Virtual Reality's use in education has long been discussed however; one of the main challenges is that VR was...

Chapter 9

Supporting Pre-Service Teachers' Understanding and Use of Mobile Devices (pages 160-177)

Damian Maher

The use of mobile devices to support learning is increasing in schools and universities. This increase is having an impact on the types of pedagogies that are supporting learning. This chapter explores the use of mobile devices to...

Chapter 10

Mobile Technology Integration and Student Learning Outcomes (pages 178-196)

Maureen N. Short, Charity Uzochukwu

Several schools leverage federal, state, local, and private funding to improve technology. Most have implemented their technology plans which range from providing each student with a digital device to equipping each classroom with an...

Chapter 11

Learning All the Time and Everywhere: Moving Beyond the Hype of the Mobile Learning Quick Fix (pages 197-217)

Tilisa Thibodeaux, Dwayne Harapnuik, Cindy Cummings, Rachelle Wooten

We are witnessing some of the most significant advancements of technology in most aspects of society, but our educational institutions are still mired in the industrial and information processing models of the nineteenth century....

Chapter 12

Social Media in Education: Gains in Student Learning and Instructor Best Practices (pages 218-239)

Dena F. Rezaei, Nicola L. Ritter

Although social media is prevalent among individual use, instructors and students have not fully embraced social media as tool for the classroom. The focus of the chapter is to identify and identify ways in which social media, as a...

Chapter 13

Inverted Constructivism to Leverage Mobile-Technology-Based Active Learning (pages 240-258)

Doo Hum Lim, Kristie Tschopp-Harris

The classroom environment in the 21st century has increasingly utilized many types of technologies as supplemental tools for teaching and learning including instructional design, development, and delivery. The level at which schools...

Chapter 14

The Vignette TaBLE: Team-Based Blended Learning Experiences With Classroom Mentors and Teacher Candidates (pages 259-279)

Susan Elwood, Robin D. Johnson, Cary Perales

This chapter investigates the research and recommendations regarding the collaborative design of the joint, flipped-instruction micro-learning vignettes for classroom mentors and teacher candidates regarding promising practices of...

Chapter 15

Problem-Based Learning: Enhancing Students' Authentic Learning (pages 280-293)

Ernest Ampadu, Emmanuel Adjei-Boateng

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to...

Chapter 16

Promoting Active and Meaningful Learning for Digital Learners (pages 294-315)

Ebba Ossiannilsson

This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It...

Chapter 17

Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone (pages 316-330)

Jagannath K. Dange

Mobile learning facilitates delivery of learning using portable electronic devices. This study investigated the effectiveness of mobile assisted learning in the development of vocabulary and usage of mobile phone. Specifically, the...

Chapter 18

Enhancing Large Classes With Active Learning Pedagogical Skills (pages 331-348)

Angelina Popyeni Amushigamo, Moses Huudulu Hidengwa, Susanna Namutenya Herman

This chapter is an account of personal experiences of lecturers teaching large classes at an institution of higher learning where a lack of active learning skills among students was observed. A number of challenges for active...

Chapter 19

Gender Differences in the Use of Asynchronous Discussion Forums and Quizzes for Promoting Critical Thinking Dispositions (pages 349-365)

Alcuin Ivor Mwalongo

This study examined female and male students' perceptions of the use of asynchronous discussion forums and quizzes to promote critical thinking dispositions. Research suggests that there are differences between female and male...

Chapter 20

Optimizing OERs for Optimal ICT Literacy in Higher Education (pages 366-390)

Lesley S. J. Farmer

Increasingly, faculty realize that the importance of digital resources, not only for textbooks but also other materials that can be accessed online. Of special note are Open Educational Resources (OER). These freely available digital...

Back Materials

Compilation of References

About the Contributors

Index

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