Mobile Learning (mLearning) makes reality of anywhere and anytime learning, and this now challenges the way educators teach in today’s learning environment. MLearners engage in instant, just-in-time learning who demand multi-way communication within ‘real world’ contexts (Billings, 2005). The purpose of this paper is to provide a theoretical discussion of the process of change for teachers when new technological mediums (in this case – mobile devices) are introduced into the learning environment. It will explore the possibility for teachers to consider adopting Business Management practices of Change Management Theory to holistically aid teachers in the process of technological change in secondary schools. As a result, teachers need to reflect on their current pedagogy and employ a situated cognitive approach (Vygotsky, 1978) whereby, the teacher becomes an ‘expert’ learner with the mobile technological devices so as to contextualise the learning environment for the students as ‘novice’ learners; thus being advocates of mLearning (Lave & Wegner, 1991).
|Keywords:||Mobile Learning, mLearning, Wireless Technology, Innovative Pedagogical Practice, Teachers as Advocates|
Doctoral Student, Doctor of Education (EdD), Queensland University of Technology (QUT), Brisbane, Queensland, Australia
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