A framework for sustainable mobile learning in schools

Ng, W; Nicholas, H

A framework for sustainable mobile learning in schools

Ng, W

Nicholas, H

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Publication Type:: Journal Article
Citation:: British Journal of Educational Technology, 2013, 44 (5), pp. 695 - 715
Issue Date:: 2013-09-01

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Field	Value	Language
dc.contributor.author	Ng, W https://orcid.org/0000-0003-2183-5245	en_US
dc.contributor.author	Nicholas, H	en_US
dc.date.issued	2013-09-01	en_US
dc.identifier.citation	British Journal of Educational Technology, 2013, 44 (5), pp. 695 - 715	en_US
dc.identifier.issn	0007-1013	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122092
dc.description.abstract	While there are studies that have looked at the implementation of mobile learning in educational institutions, particularly the identification of issues encountered, few studies have explored holistically the elements that sustain mobile learning. This study dissects the findings of a longitudinal study of a secondary school adopting a personal digital assistant programme and proposes a person-centred sustainable model for mobile learning. © 2012 British Educational Research Association.	en_US
dc.relation.ispartof	British Journal of Educational Technology	en_US
dc.relation.isbasedon	10.1111/j.1467-8535.2012.01359.x	en_US
dc.subject.classification	Education	en_US
dc.title	A framework for sustainable mobile learning in schools	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	44	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1099 Other Technology	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	44	en_US

Abstract:

While there are studies that have looked at the implementation of mobile learning in educational institutions, particularly the identification of issues encountered, few studies have explored holistically the elements that sustain mobile learning. This study dissects the findings of a longitudinal study of a secondary school adopting a personal digital assistant programme and proposes a person-centred sustainable model for mobile learning. © 2012 British Educational Research Association.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/122092