Incorporating new literacies in designing a mobile learning application for secondary/middle school students
- PDF / 855,110 Bytes
- 20 Pages / 439.37 x 666.142 pts Page_size
- 33 Downloads / 244 Views
Incorporating new literacies in designing a mobile learning application for secondary/middle school students Chiew Hong Ng 1
& Noi
Keng Koh 2
& Hua
Loon Ling 3
Received: 5 March 2020 / Accepted: 26 August 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This paper examines the incorporation of new literacies to an adapted framework by Parsons et al. in Journal of Computers, 2(4), 1-8, (2007) to design mobile learning applications for “Elements of Business Skills (EBS)” for a group of lower academic ability secondary school learners in Singapore. Accounts of the actual process of designing a mobile learning application for teaching and learning are used to consider factors in incorporating new literacies into the modified mobile learning design framework based on mobile learning design principles. The suggested framework incorporating mobile learning and new literacies looks at the interaction dimension, individual learning needs and collective learning for mobile learning through these four perspectives: generic mobile environment issues, learning contexts, learning experiences, and learning objectives. The accounts of the app development process highlight how new literacies come into play when enhancing learning through blending text, sound and imagery, and how app users underscore the importance of mobility and ubiquity for anywhere and anytime continuous, on-the-go learning in terms of the dimensions of new literacies. This paper contributes to the ever evolving and dynamic field of designing future mobile learning systems for the twenty-first century, in a new seamless learning environment. Keywords Mobile application . Mobile learning . Design frameworks . New literacies
* Chiew Hong Ng [email protected] Noi Keng Koh [email protected]
1
National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, Singapore
2
Curtin University, Singapore, Singapore
3
Kuala Lumpur, Malaysia
Education and Information Technologies
1 Introduction With the pervasiveness of mobile technologies, globally many researchers have investigated enhancing teaching through mobile learning (m-learning) as reviewed by Liu et al. (2014) as well as Crompton et al. (2017). In terms of mobile learning for specific subjects, Kantar and Dogan (2015) developed mobile learning materials to teach science. Katz-Buonincontro and Foster (2013–14) teach teachers to select and use well-designed mobile applications for integration of the arts into classroom teaching using visual arts. In Singapore, the Information and Communication Technologies (ICT) masterplans of the Ministry of Education, Singapore have guided the integration of ICT into the school curriculum. The masterplans advocate creating ICT-enriched learning environments for self-directed learning through evidence-based practices for developing blended learning, games and mobile applications (apps) for learning (Ministry of Education Singapore n.d.-a, n.d.-b). Various project evaluations of ICT u
Data Loading...
