Mobile practices in everyday life: Popular digital technologies and schooling revisited
Mobile practices in everyday life: Popular digital technologies and schooling revisited
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日常生活中的移动实践：重新审视流行的数字技术和学校教育
DOI：
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发表时间：
2012
影响因子：
6.6
通讯作者：
Guy Merchant
中科院分区：
文献类型：
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作者：
Guy Merchant
移动的电话已经迅速融入我们的日常生活。它们现在是一个关键的消费品，一个社会资本的象征，它们将用户连接到一个具有多种应用程序的移动的网络。随着智能手机的拥有和使用已经扩展到青少年时期，它们在正规教育机构中的地位一直存在争议。手机在课堂上没有地位的主流观点最近受到了教育工作者的质疑，比如帕里，他认为移动的学习以及所涉及的读写能力应该在教育中发挥重要作用。本文主张对移动的技术有一个更微妙的看法，即把日常社会实践作为理解移动和学习之间关系的一种方式。以实践理论为出发点，我建议一种将日常移动的实践映射到教育活动中的方法，以说明创新和评估的潜在领域。最后，我回到关于教育中的手机的辩论，注意到关于流行的数字技术和学校教育的熟悉的论点再次被排练。如果获取、分享和积累知识的方式正在发生变化，那么就需要更有原则地考虑教育机构如何应对这些变化。从业者注意到什么是已经知道的关于这个话题有越来越多的兴趣在使用手机在教育环境。从业者开始关注移动的学习的优势和劣势。青年人口中智能手机和其他移动的设备的拥有量增加是有据可查的。社会实践理论提供了一个有用的视角来看待手机在不同背景下的使用。比较和对比移动的技术在日常生活和学校环境中的使用情况有助于评估其潜力。考虑到所有权和获得权，以及这可能如何再现社会不平等，对技术和教育创新至关重要。对实践和/或政策的影响有必要超越关于禁止或鼓励使用移动电话的辩论，看看它们的优点（和缺点）的更具体的例子。应通过对日常和教育环境中的移动的实践进行更精细的分析，为政策和实施提供信息。移动的设备是非常理想的消费品。学校和其他教育机构有责任对所有权和使用权采取一种批判性的态度。【作者摘要】
Mobile phones have rapidly been absorbed into the fabric of our day-to-day lives. They are now a key consumer item, a symbol of social capital and they connect their users to a mobile web with multiple applications. As ownership and access to smartphones has spread into the teenage years, their place in institutions of formal education has been marked by contention. The dominant view that mobiles have no place in the classroom has recently been contested by educators, such as Parry, who suggest that mobile learning, and the literacies involved, should play an important role in education. This paper argues for a more nuanced view of mobile technology, one that focuses on everyday social practices as a way of understanding the relationship between mobiles and learning. Using practice theory as a starting point, I suggest a way of mapping everyday mobile practices on to educational activity to illustrate potential areas for innovation and evaluation. I conclude by returning to the debate about mobiles in education, noting that familiar arguments about popular digital technology and schooling are once again being rehearsed. If ways of accessing, sharing and building knowledge are changing then a more principled consideration of how educational institutions relate to these changes is needed. Practitioner Notes What is already known about this topic There is growing interest in the use of mobiles in educational settings., Practitioners are beginning to look at the advantages and disadvantages of mobile learning., Increased ownership of smartphones and other mobile devices amongst the youth population is well documented., What this paper adds Social practice theory offers a useful perspective for looking at the use of mobiles in different contexts., Comparisons and contrasts between the uses of mobile technology in everyday life and in school settings can help in evaluating its potential., A consideration of ownership and access, and how this may reproduce social inequalities, are important to innovations in technology and education., Implications for practice and/or policy There is a need to move beyond debates about prohibiting or encouraging the use of mobiles to look at more specific examples of their advantages (and disadvantages)., Policy and implementation should be informed by a finer-grained analysis of mobile practices in everyday and educational settings., Mobile devices are highly desirable consumer items. Schools and other educational establishments have a responsibility to adopt a critical approach to ownership and use. [ABSTRACT FROM AUTHOR]