Affordances of New Mobile Technologies: Promoting Learner Agency, Autonomy, and Self-Regulated Learning

Autor/in	Pellerin, Martine
Titel	Affordances of New Mobile Technologies: Promoting Learner Agency, Autonomy, and Self-Regulated Learning
Quelle	In: Journal of Interactive Learning Research, 29 (2018) 3, S.343-358 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Affordances; Handheld Devices; Technology Uses in Education; Learner Engagement; Personal Autonomy; Independent Study; Elementary Secondary Education; Elementary School Students; Secondary School Students; Ecology; Second Language Learning; French; Immersion Programs; Learning Processes; Foreign Countries; Tactual Perception; Learning Modalities; Access to Education; Canada + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Individuelle Autonomie; Selbststudium; Sekundarschüler; Ökologie; Zweitsprachenerwerb; Französisch; Immersionsprogramm; Learning process; Lernprozess; Ausland; Taktile Wahrnehmung; Lernumgebung; Education; Access; Bildung; Zugang; Bildungszugang; Kanada
Abstract	This article examines the complexity of the affordances that mobile technologies offer in the K-12 educational context. It builds on an ecological perspective (Mercer, 2012; van Lier, 2008) informed by theories of dynamic systems and complexity (Larsen-Freeman & Cameron, 2008) to explore the concept of affordance as a complex and dynamic system. The article is based on data that are part of larger inquiry project regarding the use of iPods and iPads by young language learners in K-12 French Immersion classrooms. The findings indicated the concept of affordance involves interplay between the technological affordances of the mobile devices; the learning environment, which includes the physical and social space as well as the pedagogical practices endorsed; and the learners' physical, social, cognitive, and metacognitive behaviors. The article is intended to provoke a paradigm shift in perceptions of the affordances of mobile technologies and their impacts on the learning process in the K-12 educational context. More specifically, it argues physical affordances of the mobile devices, by themselves, do not transform the nature of learning or the learning process. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01