Using Mobile Learning in Free-Choice Educational Settings to Enhance Ecological Literacy

Autor/inn/en	Aguayo, Claudio; Eames, Chris
Titel	Using Mobile Learning in Free-Choice Educational Settings to Enhance Ecological Literacy
Quelle	In: Teachers and Curriculum, 17 (2017) 2, S.7-14 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Telecommunications; Educational Technology; Technology Uses in Education; Handheld Devices; Ecology; Elementary School Students; Parents; Environmental Education; Sustainability; Partnerships in Education; Nonformal Education; Informal Education; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ökologie; Eltern; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Hochschulpartnerschaft; Non-formal education; Non formal education; Nichtformale Bildung; Informelle Bildung; Ausland; Neuseeland
Abstract	This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools within education settings to deliver meaningful learning experiences. We argue here that this potential could extend to integrating learning between the classroom and education outside the classroom (EOTC). We further argue that this mobile learning potential can mediate learning between students and their parents, visitors and educators at free-choice learning settings. We situate our argument within learning to enhance ecological literacy and call for studies that can consider the possibilities offered by mobile technology and related pedagogical frameworks, the reinforcement of learning experiences post a visit to a free-choice setting, and the integration with hands-on and non-technology mediated learning instances. Here we present some key theoretical considerations as a prelude to a study being funded by the Teaching and Learning Research Initiative to examine these possibilities. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01