Abstract
This chapter interrogates the views of teachers about their use of mobile devices for student learning. It focuses on a data sample collected from Australian teacher participants in a project funded by the Australian Research Council. Data were collected using an early version of the ‘typical/general mobile pedagogies usage’ survey instrument introduced in Chap. 11. Results from the survey suggested current trends and patterns in mobile learning and teaching in the area of mathematics and science education, and these are examined through the lens of the iPAC Framework. We present insights into how teachers implemented the different signature pedagogies of iPAC and discuss implications for enhancing mobile pedagogies.
Paul Burke and Peter Aubusson of the University of Technology Sydney are guest co-authors of this chapter.
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Kearney, M., Burden, K., Schuck, S. (2020). Mobile Pedagogies in Mathematics and Science Education. In: Theorising and Implementing Mobile Learning. Springer, Singapore. https://doi.org/10.1007/978-981-15-8277-6_12
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