Action Research Approach on Mobile Learning Design for the Underserved
ARTICLE
Paul H. Kim
Educational Technology Research and Development Volume 57, Number 3, ISSN 1042-1629
Abstract
This paper discusses an action research study focused on developing a mobile learning model of literacy development for underserved migrant indigenous children in Latin America. The research study incorporated a cyclical action model with four distinctive stages (Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies involved in the study to design, test, and enhance a mobile learning model. The findings, to date, reveal some of the contextual phenomena that create both challenges and opportunities for a mobile learning model. From this, design strategies are evolving focused on sustained literacy exposure for extremely marginalized (economically, educationally, geographically, and technologically) migrant indigenous children who have no consistent access to a formal education system.
Citation
Kim, P.H. (2009). Action Research Approach on Mobile Learning Design for the Underserved. Educational Technology Research and Development, 57(3), 415-435. Retrieved March 28, 2024 from https://www.learntechlib.org/p/67552/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
U-Learning for Global English: A Case Study on Mobile-Assisted ESL Learning
Jennifer Florida, La Consolacion College Manila, Philippines
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 991–1001
-
Understanding the Influence of Globalization and Technology on Students’ Learning
Brad Maguth, The University of Akron, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2945–2956
-
The Adventure of Extreme Learning: Documenting Impactful Online Learning Tools, Projects, and Resources
Curtis J. Bonk, Justin Whiting, Eulho Jung, MInkyoung Kim, Abdullah Altuwaijri, Verily Tan & Yurong Wang, Indiana University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 154–160
-
Indigenous Sharing, Collaboration and Synchronous Learning
Michelle Eady, Irina Verenikina & Caroline Jones, University of Wollongong, Australia
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 960–969
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.