Critical Mobile Pedagogy

Cases of Digital Technologies and Learners at the Margins
1. Auflage 2020
ISBN: 978-0-367-20457-0
Verlag: Routledge

Buch, Englisch, 244 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 362 g

Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities.

The editors and authors provide a nuanced and culturally responsive approach to showcasing:

- indigenous, nomadic, refugee, rural, and other marginalized communities

- emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning

- contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment

- the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies.

Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book’s diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology.

Autoren/Hrsg.

Traxler, John

Crompton, Helen

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Technische Wissenschaften Elektronik | Nachrichtentechnik Nachrichten- und Kommunikationstechnik Drahtlostechnologie

Inhaltsverzeichnis

Introduction 1. The Ju ’hoan of Nyae Nyae: a case of exclusion and Ka jan 2. Combining robust technology and gamified learning to democratize access to growth mindset 3. Our Town: Towards creative mobile learning in community focussed place-based education 4. Digital Inequities in Rural Alaska 5. Mobile Device Literacy: Status and Needs of Women in Senegal 6. Supported mobile learning in the "Third Spaces" between non-formal and formal education for displaced people 7. Towards Participatory MOOCs 8. Mobile information literacy and public access in the era of post-truth: reflections from community curricular experiences in Latin America. 9. Awakening Sleeping Languages in Saskatchewan with Culturally Appropriate Curricula and Technology 10. Empathy-driven mobile app development (MAD) without coding: A case of citizen developers 11. Technology-Enhanced Higher Education for Refugees 12. Disadvantaged learners and the digital contractor: a critical perspective on mobile learning in the Global South with reference to Paolo Freire. 13. Mobile Learning project reports: a contractor delivery review of three services for disadvantaged and marginalised Global South learners 14. Post-Critical Mobile Pedagogy in Aboriginal and Torres Strait Islander Contexts 15. Mobile Assisted Third Space (MATS) in the margins: A tool for social justice and democracy Conclusion: Breaking Hegemonic Structures and Conventions in Looking Toward a Critical Mobile Pedagogy

Über Autor(innen)

John Traxler is Professor of Digital Learning in the Education Observatory at the University of Wolverhampton, UK. He has been invited to establish a UNESCO Chair in Innovative Informal Digital Learning in Disadvantaged and Development Contexts.

Helen Crompton is Associate Professor of Instructional Technology in the Department of Teaching and Learning at Old Dominion University in Norfolk, Virginia, USA. She is part of the UNESCO Chair in Innovative Digital Learning in Disadvantaged and Development Contexts.