|
The integration of mobile devices into everyday life by all groups in society leads to a socialisation effect around ubiquitous mobility and in turn to a quasi mobile identity around the availability and disposition of social activities and space. This does not mean that typical school competences, such as reading written texts, are irrelevant; on the contrary, they are essential, particularly as a basis for critical participation in the mobile ‘world’. The socialisation effect of the mobile/cell phone within the wider mobile complex challenges the school to support critical literacy. Through a detailed examination of the mobile complex we identify pedagogic tasks in this chapter. We consider mobile devices and their applications in the interrelation of socio-cultural structures, agency and cultural practices. Mobile, individualised mass communication is one feature of prevailing socio-cultural structures, which does not only mould specific habitus of learning and media use for personalised life-worlds but promotes individual expertise. An important option for schools is to assimilate such naïve expertise of everyday life and foster it at the appropriate level of reflection and complexity. Subtopics: Keywords: |
|
| and , A technical review of mobile computational devices (2003), in: Journal of Computer Assisted Learning, 19:3(392--395) |
| , and , Bildschirmmedien im Alltags von Kindern und Jugendlichen. Problematische Mediennutzungsmuster und ihr Zusammenhang mit Schulleistungen und Aggressivität, Nomos, 2007 |
| Class, Codes and Control. Volume 2. Applied Studies towards a Sociology of Language, Routledge and Kegan Paul, volume 2, 1973 |
| , Communities of Practice. Learning, Meaning, and Identity, Cambridge University Press, 1998 |
| , Developing the technological imagination: theorising the social shaping and consequences of new technologies, in: Theorising the benefits of new technology for youth: controversies of learning and development. The educational and social impact of new technologies on young people in Britain, ESRC, pages 18--29, University of Oxford, 2008 |
|
| , Do YouTube? When Communication Turns into Video Enteraction, in: Forms of Migration – Migrations of Forms, Convegno Nazonale A/A, 2009 |
| , How to enhance the experience without interfering with it?, in: Big Issues in Mobile Learning, Learning Sciences Research Institute, pages 12--16, Kaleidoscope, 2007 |
[URL] |
| and , JIM-Studie 2008. Jugend, Information, (Multi-) Media. Basisuntersuchung Zum Medienumgang 12- Bis 19-Jaehriger., Medienpädagogischer Forschungsverbund Südwest, 2008 |
[URL] |
| and , Mass communication and para-social interaction: Observations on intimacy at a distance (1956), in: Psychiatry, 19:3(215--229) |
| Messages from PISA 2000, 2004 |
[URL] |
| , Mind in society. The development of higher psychological processes, Harvard University Press, 1978 / 1930 |
| , Mobile identity: youth, identity, and mobile communication media, in: Youth, Identity, and Digital Media, pages 143--164, MIT Press, 2008 |
[DOI] [URL] |
| , Multilevel analysis of PISA 2000 reading results for the United Kingdom using pupil scale variables (2006), in: School Effectiveness and School Improvement, 17:1(33--62) |
[DOI] [URL] |
| , PISA 2006. Naturwissenschaftliche Kompetenzen für die Welt von morgen. Kurzzusammenfassung, OECD, 2007 |
[URL] |
| Regions, Globalization, and the Knowledge-Based Economy, Oxford University Press, 2000 |
| , Risikogesellschaft - Auf dem Weg in eine andere Moderne, Suhrkamp, 1986 |
| , Risk society: towards a new modernity, Sage, 1992 |
| and , Situated learning: Legitimate peripheral participation, Cambridge University Press, Learning in Doing: Social, Cognitive, and Computational Perspect, 1991 |
| and , Social Class differences in the relevance of language to socialization, in: Class, Codes and Control. Volume 2. Applied Studies towards a Sociology of Language, pages 24--47, Routledge and Kegan Paul, 1973 |
| , Sociology, Polity Press, 2006 |
| , The constitution of society: outline of the theory of structuration, Polity Press, 1984 |
| , and , The role of tutoring in problem solving (1976), in: Journal of Child Psychology and Psychiatry, 17:2(89--100) |
| , Towards a Philosophy of M-Learning, in: IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2002), 2002 |
[URL] |
| and , TV-Erlebnisfaktoren. Ein ganzheitlicher Forschungsansatz zur Rezeption unterhaltender und informierender Fernsehangebote (2003), in: Media Perspektiven:9(425--433) |
| , Über den Prozeß der Zivilisation. Soziogenetische und psychogenetische Untersuchungen, Suhrkamp-Taschenbuch Wissenschaft, 1979 / 1937 |
| , Ubiquitous Transformations, in: Proceedings of the 6th International Conference on Networked Learning, Networked Learning, Halkidiki, Greece, pages 598--605, 2008 |
[URL] |
| , What we talk about when we talk about context (2004), in: Personal and Ubiquitous Computing, 8:1(19--30) |
[DOI] [URL] |