This model differs from the TPACK in that it is focused predominantly on the use of mobile technology above general classroom technology, however, the two are becoming one and the same as smartphones become the learners' primary tool for technology both in and outside the classroom. This model appears to be more reflective about the potential outcomes of utilising mobile technology, and where the focus of TPACK seems to be primarily on the role of the teacher and what they can offer in terms of knowledge, this model has a defined section on learner context and goals, which should always be considered in lesson design.
I find this model useful as a trainee teacher in helping frame the considerations needed ahead of incorporating mobile technology into lessons, particularly as it is language-oriented, although I can imagine that those less comfortable with technology may find the device features aspect of this model a little daunting to consider. Those taking their first steps into incorporating technology into the classroom may therefore find the TPACK or SAMR models more appealing in terms of easing them into the process.
How do you think that this differs from the TPACK model we discussed previously? Can all of these frameworks be considered alongside each other?
References:
Kukulska-hulme, A., Norris, L. & Donohue, J., (2015). Mobile Pedagogy for English Language Teaching: a Guide for Teachers, London: British Council.