Creating opportunities for untethered learning

ABSTRACT

This article discusses the use of mobile devices by teachers in two Australian schools. It builds on a theoretical framework which considers the location of mobile learning with respect to time and space. The research used a qualitative methodology in which observations, interviews and document analysis were conducted. The study found that the physical and virtual spaces that were used were different from those used in other lessons. Mobile learning facilitated autonomous learning by students, collaboration with their peers and engagement in topics of interest to them. The study found that students and teachers adopted new roles when using the devices, and were untethered from their conventional learning spaces of the classroom. Learning changed in nature and was aligned with contemporary practices in education.

KEYWORDS:

• Mobile learning
• Third Space
• untethered learning
• changing roles
• physical and virtual spaces
• changing practices

Acknowledgement

This project was carried out by the UTS researchers named above.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This project was funded by Microsoft, Australia.

Notes on contributors

Sandy Schuck

Sandy Schuck is a Professor of Education and Director of Research Training in the Faculty of Arts and Social Sciences at the University of Technology Sydney. She is the founding co-director of the STEM Education Futures Research Centre. Her research interests include: mobile learning, teacher professional learning with technologies, technology-enhanced learning, teacher retention and attrition, and mathematics learning and teaching. She has co-authored or co-edited four books, and over 70 articles and chapters. She has led or participated in numerous funded projects, with international and national team members.

Damian Maher

Damian Maher is a senior lecturer at the School of Education in the Faculty of Arts and Social Sciences at the University of Technology Sydney. Damian’s research interests are located mainly around a STEM focus in primary, secondary and tertiary settings. He has published over 30 journal articles and book chapters and has worked on numerous research projects.