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Locating learning: making connections between virtual and physical spaces with mobile touch-screen devices

Redpath, Terri and Lynch, Julianne 2015, Locating learning: making connections between virtual and physical spaces with mobile touch-screen devices, in AERA 2015 : Toward justice: culture, language and heritage in educational research and praxis : Proceedings of the 2015 American Educational Research Association Annual Meeting, AERA, [Chicago, Ill.], pp. 1-1.

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Title Locating learning: making connections between virtual and physical spaces with mobile touch-screen devices
Author(s) Redpath, TerriORCID iD for Redpath, Terri orcid.org/0000-0002-5663-4817
Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Conference name American Educational Research Association. Meeting (2015: Chicago, Illinois)
Conference location Chicago, Illinois
Conference dates 16-20 Apr. 2015
Title of proceedings AERA 2015 : Toward justice: culture, language and heritage in educational research and praxis : Proceedings of the 2015 American Educational Research Association Annual Meeting
Publication date 2015
Start page 1
End page 1
Total pages 1
Publisher AERA
Place of publication [Chicago, Ill.]
Summary This paper is concerned with the potential of mobile touch-screen devices and emerging socio-technological practices to support pedagogies of place that provide a means for young people to reflect critically on the social construction of place and to take actions that speak of and to their own locatedness. Drawing on de Certeau’s (1984) concept of space as a practiced place and Massey’s (2005) perspective of spatiality and interrelatedness, we examine two school-based examples of learning activities that bring together the virtual and physical as in experiences and representations of place. The first example is an Australian local history unit, where lower secondary school students participated in a series of field trips, planned and conducted under the guidance of an indigenous elder. They used Smartphones and iPads to capture and create personalised audio-visual records of their knowledge of place that were then used to create geo-location games. In the second example, upper primary school students worked with local authorities and environmental educators to select sites for two environmental monitoring posts, which were then installed and provided a locus for the students’ school-based environmental science learning as well as a vehicle for community engagement. Drawing on interview, video and photographic data, this paper examines the way mobile technologies were deployed for student knowledge production, engagement with place, reconstruction of place and engagement with community.
Notes Invited speaker session. Reviewed abstract.
Language eng
Field of Research 130105 Primary Education (excl Maori)
130106 Secondary Education
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2015, AERA
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30076223

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.