Book contents
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Abbreviations
- Part ILaying the Foundations
- Part IIEnvironments
- Part IIITools
- 9Mobile Devices
- 10Teaching Languages with Games
- 11Communication in Language MOOCs
- 12Adaptive Instruction
- 13Virtual Reality
- Part IVSocial Aspects
- Part VPractice
- Part VILanguage Skills and Areas
- Glossary
- Index
- References
9 - Mobile Devices
from Part III - Tools
Published online by Cambridge University Press: 15 June 2025
Book contents
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Abbreviations
- Part ILaying the Foundations
- Part IIEnvironments
- Part IIITools
- 9Mobile Devices
- 10Teaching Languages with Games
- 11Communication in Language MOOCs
- 12Adaptive Instruction
- 13Virtual Reality
- Part IVSocial Aspects
- Part VPractice
- Part VILanguage Skills and Areas
- Glossary
- Index
- References
Summary
Mobile learning, including MALL (mobile-assisted language learning), is coming of age against the backdrop of an increasingly mobile, increasingly superdiverse world. This chapter presents an updated, more detailed version of the Pegrum’s 3 Mobilities Framework to guide educators in designing appropriate forms of mobile learning for their students. It offers examples at each of the levels of the framework, which are drawn, as appropriate, from across the Global North and the Global South: Level 1 – mobile devices (inside the classroom), Level 2A – mobile learners (inside the classroom), Level 2B – mobile learners (outside the classroom), and Level 3 – mobile learning experiences (outside the classroom). While reminding educators that their designs must always suit their intended learning outcomes, their students, and their contexts, the chapter demonstrates that it is at Level 3 that mobile learning most closely accords with the needs of mobile people in a mobile world.
Information
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2025
References
References
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Further Reading
Drawing on many years of research into mobile learning, this book presents the latest version of the iPAC theoretical framework, which highlights the dimensions of personalization, collaboration, and authenticity in mobile learning.
This book offers a broad survey of the mobile learning landscape, from the Global North to the Global South, and provides extensive illustrations of each of the levels of the 3 Mobilities theoretical framework.
This chapter explores the distinction between mobile learning, which is an extension of e-learning involving mobile devices and mobile learners, and learning with mobiles, which involves a consideration of the changing nature of learning in an increasingly mobile era.
This edited collection of chapters focuses on innovative projects in context-aware mobile learning, presented here as the emerging generation of mobile learning.
Kearney, M., Burden, K., & Schuck, S. (2020). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Springer.CrossRefGoogle Scholar
Pegrum, M. (2019). Mobile lenses on learning: Languages and literacies on the move. Springer.CrossRefGoogle Scholar
Traxler, J. (2020). Learning with mobiles or “mobile learning.” In Ling, R., Fortunati, L., Goggin, G., Lim, S. S., & Li, Y. (Eds.), The Oxford handbook of mobile communication and society (pp. 257–275). Oxford University Press.Google Scholar
Traxler, J., & Kukulska-Hulme, A. (Eds.). (2016). Mobile learning: The next generation. Routledge.Google Scholar
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