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Using Activity Theory to Problematize the Role of the Teacher During Mobile Learning

Author

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  • Pamela Cowan
  • Ryan Butler

Abstract

Research to date in mobile (m-)learning has focused mainly on the learners and the processes they utilize when learning using mobile technologies. This action research study considers the role of the teacher in (m-)learning—the responsibilities, the pedagogies employed in teaching when using mobile devices, and also the changing levels of power and control in the m-learning context. Activity theory (AT) is used as the lens through which the teacher’s role during m-learning is analyzed. The findings propose an enhanced AT model assuming a three-dimensional (3D) representation that encapsulates the teacher at the heart of the activity system radiating power and control to maintain the balance between the components necessary for effective learning. In addition, the term “adaptive framing†is used to denote the changing power dynamic and level of control in activity systems using the proposed enhanced model.

Suggested Citation

  • Pamela Cowan & Ryan Butler, 2013. "Using Activity Theory to Problematize the Role of the Teacher During Mobile Learning," SAGE Open, , vol. 3(4), pages 21582440135, December.
    • Handle: RePEc:sae:sagope:v:3:y:2013:i:4:p:2158244013516155
    DOI: 10.1177/2158244013516155
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    Cited by:

    1. Osakwe, Jude & Dlodlo, Nomusa & Jere, Nobert, 2017. "Where learners' and teachers' perceptions on mobile learning meet: A case of Namibian secondary schools in the Khomas region," Technology in Society, Elsevier, vol. 49(C), pages 16-30.

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