In April we discussed the TPACK framework and how it could help when considering the use of new technologies. Today we'll discuss a pedagogical framework for mobile assisted language teaching and learning, designed by Kukulska-Hulme, Norris and Donohue (2015).
Similar to the TPACK framework, the creators of this model emphasise that is not the case of transferring what is currently being used in lessons to a mobile device, but to exploit the use of new technologies and their pedagogical benefits by completely re-imagining teaching practices and materials (ibid, 2015). The diagram above demonstrates the four main areas that need to be considered to make a mobile activity pedagogically worthwhile (teacher wisdom, language dynamics, learner mobilities and design features), and focuses on using the features of mobile phones that allow the strengthening of connections between learners, teachers and places, to promote language use and learning.
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.
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.