When teacher education goes mobile: a study on complex emergence
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2020 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | eng |
| Título da fonte: | Revista Brasileira de Lingüística Aplicada (Online) |
| Texto Completo: | http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/14819 |
Resumo: | The popularity of mobile devices brings on new challenges for teacher education. Based on complexity theory, this qualitative study investigates: (i) the conditions for complex emergence in groups: diversity, redundancy, neighbor interactions, and distributed control and enabling constraints; (ii) the role these conditions play in a teachers’ education initiative; and (iii) teachers’ perceptions and actions from a mobile educational experience. Sixty in-service teachers in Brazil participated in a six-week course via WhatsApp. The analysis of the answers to questionnaires and the corpus generated by the teachers’ interactions indicate that the devices’ mobility favored interactions, control distribution, and social repertoire of possibilities. The findings also indicate that the teachers recognize the potential of mobile technology for mediating learning experiences. |
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When teacher education goes mobile: a study on complex emergenceMobile Learning, Language Teaching Methodology, Teacher EducationThe popularity of mobile devices brings on new challenges for teacher education. Based on complexity theory, this qualitative study investigates: (i) the conditions for complex emergence in groups: diversity, redundancy, neighbor interactions, and distributed control and enabling constraints; (ii) the role these conditions play in a teachers’ education initiative; and (iii) teachers’ perceptions and actions from a mobile educational experience. Sixty in-service teachers in Brazil participated in a six-week course via WhatsApp. The analysis of the answers to questionnaires and the corpus generated by the teachers’ interactions indicate that the devices’ mobility favored interactions, control distribution, and social repertoire of possibilities. The findings also indicate that the teachers recognize the potential of mobile technology for mediating learning experiences.Faculdade de Letras - Universidade Federal de Minas GeraisFundação de Apoio à Pesquisa do Estado de Minas Gerais FAPEMIGBraga, Junia de Carvalho FidelisMartins, Antonio Carlos Soares2020-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/14819Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st CenturyRevista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st CenturyRevista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century1984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/14819/2284http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/14819/2285/*ref*/ALMEIDA, R.; ARAÚJO JR., C. A. F. de. O uso de dispositivos móveis no contexto educativo: análise de teses e dissertações nacionais. Tempos e Espaços em Educação, Universidade Federal de Sergipe, v. 6, n. 11, p. 25-36, jul./dez. 2013. Available on: <https://seer.ufs.br/index.php/revtee/issue/view/241/showToc>. Access on: 3 Sep. 2018./*ref*/BARAN, E. A review of research on mobile learning in teacher education. Education Technology & Society, v. 17, n. 4, p. 17-32, 2014./*ref*/BAUMAN, Z. Liquid modernity. Cambridge: Polity, 2000./*ref*/BAUMAN, Z. Liquid Modern Challenges to Education. Padova: Padova University Press, 2011./*ref*/BEETHAM, H.; SHARPE, R. Rethinking pedagogy for a digital age: designing and delivering e-learning. London: Routledge Falmer, 2007./*ref*/BRIGGS, A.; BURKE, P. Social history of the media: from Gutenberg to the Internet. 3rd ed. Cambridge, UK: Polity, 2010./*ref*/CHEN, Y.; CARGER, C. L.; SMITH, T. J. Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, v. 21, n. 2, p. 28-41, 2017. Retrieved from: <http://llt.msu.edu/issues/february2017/chencargersmith.pdf>. Access on: Sep. 15, 2018./*ref*/CROMPTON, H. A historical overview of mobile learning: towards learner-centered education. In: BERGE; Z.; MUILENBURG, L. (Ed.). Handbook of mobile learning. New York: Routledge, 2013. p. 3-14./*ref*/DAVIS, B. Complexity and Education: vital simultaneities. Educational Philosophy and Theory, v. 40, n. 1, p. 50-65, 2008./*ref*/DAVIS, B.; SIMMT, E. Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education, v. 34, n. 2, p. 137-167, 2003./*ref*/DAVIS, B.; SUMARA, D. Complexity and Education: Inquiries into Learning, Teaching, and Research. New York and London: Lawrence Erlbaum Associates, 2006./*ref*/DAVIS, B.; SUMARA, D. Complexity as a theory of education. Transnational Curriculum Inquiry, v. 5, n. 2, p. 33-44, 2008./*ref*/DENZIN, N. K.; LINCOLN, Y. S. A disciplina e a prática da pesquisa qualitativa. In: DENZIN, N. K.; LINCOLN, Y. S. (Ed.). O planejamento da pesquisa qualitativa: teorias e abordagens. Porto Alegre: Artmed, 2006. p. 15-57./*ref*/ELLIS, N. C.; LARSEN-FREEMAN, D. (Ed.). Language as a Complex Adaptive System. Special issue. Language Learning, 59, Supplement 1, 2009./*ref*/KENNING, M. M. ICT and Language Learning: from Print to the Mobile Phone. Basingstoke: Palgrave Macmillan, 2007./*ref*/KUKULSKA-HULME, A. Mobile-assisted language learning. In: CHAPELLE, C. (Ed.). The encyclopedia of applied linguistics. New York: Wiley, 2013. p. 3701-3709./*ref*/KUKULSKA-HULME, A. Will mobile learning change language learning? ReCALL, v. 2, n. 2, p. 157-165, 2009./*ref*/KUKULSKA-HULME, A. Language as a Bridge Connecting Formal and Informal Language Learning through Mobile Devices. In: WONG, L.-H.; MILRAD, M.; SPECHT, M. (Ed.). Seamless Learning in the Age of Mobile Connectivity. London: Springer, 2015. p. 281-294./*ref*/LARSEN-FREEMAN, D. Chaos/Complexity Science and Second Language Acquisition. Applied Linguistics, v. 18, n. 2, p. 141-145, 1997./*ref*/LARSEN-FREEMAN, D.; CAMERON, L. Complex Systems and Applied Linguistics. Oxford: Oxford University Press, 2008./*ref*/NICHOLAS, H.; NG, W. Mobile Seamless Learning and its Pedagogy. In: WONG, L.-H.; MILRAD, M.; SPECHT, M. (Ed.). Seamless Learning in the Age of Mobile Connectivity. London: Springer, 2015. p. 261-280./*ref*/PAIVA, V. L. M. O. e. Modelo fractal de aquisição de línguas. In: BRUNO, F. C. (Org.). Reflexão e prática em ensino/aprendizagem de língua estrangeira. São Paulo: Clara Luz, 2005. p. 23-36./*ref*/PAIVA, V. L. M. O. e. Chaos and the complexity of SLA. In: BENSON, P.; COOKER, L. (Ed.). The applied linguistic individual: sociocultural approaches to identity, agency and autonomy. Sheffield, Bristol: Equinox, 2013. p. 59-74./*ref*/PAIVA, V. L. M. O. e; NASCIMENTO, M. (Org.). Sistemas adaptativos complexos: lingua(gem) e aprendizagem. Belo Horizonte: Faculdade de Letras da UFMG/Fundação de Amparo à Pesquisa do Estado de Minas Gerais - FAPEMIG, 2011./*ref*/PEGRUM, M. Mobile learning: languages, literacies and cultures. London: Palgrave Macmillan, 2014./*ref*/PEGRUM, M.; HUWITT, C.; STRIEPE, M. Learning how to take the tablet: how pre-service teachers use iPads to facilitate their learning. Australian Journal of Educational Technology, v. 29, n. 4, p. 464-479, 2013. Retrieved from: <http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/187>. Access on: Aug. 10, 2018./*ref*/PUENTEDURA, R. A brief introduction to TPCK and SAMR. Freeport workshop slides, 8 December. Ruben R. Puentedura’s weblog. 2012. Retrieved from: <http://www.hippasus.com/rrpweblog/archives/2011/12/08/BriefIntroTPCKSAMR.pdf>. Access on: Sep. 7, 2018./*ref*/ROYLE, K.; STAGER, S.; TRAXLER, J. Teacher development with mobiles: comparative critical factors. Prospects, v. 44, n. 1, p. 29-42, 2014./*ref*/SACCOL, A.; SCHLEMMER, E.; BARBOSA, J. M-learning e u-learning: novas perspectivas da aprendizagem móvel e ubíqua. São Paulo: Pearson Prentice Hall, 2011./*ref*/SANTOS COSTA, G. S. Mobile Learning: explorando potencialidades com o uso do celular no ensino - aprendizagem de língua inglesa como língua estrangeira com alunos da escola pública. Academic Advisor: Antônio Carlos dos Santos Xavier. Assistant academic advisor: Ana Amélia Amorim de Carvalho. 2013. 182 p. Thesis (Ph. D. in Letters) - Centro de Artes e Comunicação - Universidade Federal de Pernambuco, Recife, 2013. Retrieved from: <https://repositorio.ufpe.br/bitstream/123456789/11333/1/TESE%20Giselda%20dos%20Santos%20Costa.pdf >. Access on: Sep. 27, 2018./*ref*/SMITH, B. Methodological innovation in call research and its role in SLA. Language Learning & Technology, v. 21, n. 1, p. 1-3, 2017. Retrieved from: <http://www.lltjournal.org/collection/col_10125_54259>. Access on: Sep. 7, 2018./*ref*/UNESCO. UNESCO Policy guidelines for mobile learning. 2013. Paris: United Nations Educational, Scientific and Cultural Organization. Retrieved from: <http://unesdoc.unesco.org/images/0021/002196/219641e.pdf>. Access on: Feb. 18, 2013./*ref*/VAN LIER, L. The ecology and semiotics of language learning: a sociocultural perspective. Boston: Kluwer Academic Publishers, 2004./*ref*/VAN LIER, L. Interaction in the Language Curriculum: awareness, autonomy e authenticity. London and New York: Longman, 1996./*ref*/VARELA, F.; THOMPSON, E.; ROSCH, E. The embodied mind: cognitive science and human experience. Cambridge, MA: MIT Press, 1991./*ref*/WHATSAPP. Available at: <http://www.whatsapp.com>. Access on: Sep. 26, 2018.Copyright (c) 2020 Revista Brasileira de Linguística Aplicadainfo:eu-repo/semantics/openAccesseng2020-07-08T15:02:45Zoai:periodicos.letras.ufmg.br:article/14819Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2020-07-08T15:02:45Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false |
| dc.title.none.fl_str_mv |
When teacher education goes mobile: a study on complex emergence |
| title |
When teacher education goes mobile: a study on complex emergence |
| spellingShingle |
When teacher education goes mobile: a study on complex emergence Braga, Junia de Carvalho Fidelis Mobile Learning, Language Teaching Methodology, Teacher Education |
| title_short |
When teacher education goes mobile: a study on complex emergence |
| title_full |
When teacher education goes mobile: a study on complex emergence |
| title_fullStr |
When teacher education goes mobile: a study on complex emergence |
| title_full_unstemmed |
When teacher education goes mobile: a study on complex emergence |
| title_sort |
When teacher education goes mobile: a study on complex emergence |
| author |
Braga, Junia de Carvalho Fidelis |
| author_facet |
Braga, Junia de Carvalho Fidelis Martins, Antonio Carlos Soares |
| author_role |
author |
| author2 |
Martins, Antonio Carlos Soares |
| author2_role |
author |
| dc.contributor.none.fl_str_mv |
Fundação de Apoio à Pesquisa do Estado de Minas Gerais FAPEMIG |
| dc.contributor.author.fl_str_mv |
Braga, Junia de Carvalho Fidelis Martins, Antonio Carlos Soares |
| dc.subject.por.fl_str_mv |
Mobile Learning, Language Teaching Methodology, Teacher Education |
| topic |
Mobile Learning, Language Teaching Methodology, Teacher Education |
| description |
The popularity of mobile devices brings on new challenges for teacher education. Based on complexity theory, this qualitative study investigates: (i) the conditions for complex emergence in groups: diversity, redundancy, neighbor interactions, and distributed control and enabling constraints; (ii) the role these conditions play in a teachers’ education initiative; and (iii) teachers’ perceptions and actions from a mobile educational experience. Sixty in-service teachers in Brazil participated in a six-week course via WhatsApp. The analysis of the answers to questionnaires and the corpus generated by the teachers’ interactions indicate that the devices’ mobility favored interactions, control distribution, and social repertoire of possibilities. The findings also indicate that the teachers recognize the potential of mobile technology for mediating learning experiences. |
| publishDate |
2020 |
| dc.date.none.fl_str_mv |
2020-07-08 |
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|
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/14819 |
| url |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/14819 |
| dc.language.iso.fl_str_mv |
eng |
| language |
eng |
| dc.relation.none.fl_str_mv |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/14819/2284 http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/14819/2285 /*ref*/ALMEIDA, R.; ARAÚJO JR., C. A. F. de. O uso de dispositivos móveis no contexto educativo: análise de teses e dissertações nacionais. Tempos e Espaços em Educação, Universidade Federal de Sergipe, v. 6, n. 11, p. 25-36, jul./dez. 2013. Available on: <https://seer.ufs.br/index.php/revtee/issue/view/241/showToc>. Access on: 3 Sep. 2018. /*ref*/BARAN, E. A review of research on mobile learning in teacher education. Education Technology & Society, v. 17, n. 4, p. 17-32, 2014. /*ref*/BAUMAN, Z. Liquid modernity. Cambridge: Polity, 2000. /*ref*/BAUMAN, Z. Liquid Modern Challenges to Education. Padova: Padova University Press, 2011. /*ref*/BEETHAM, H.; SHARPE, R. Rethinking pedagogy for a digital age: designing and delivering e-learning. London: Routledge Falmer, 2007. /*ref*/BRIGGS, A.; BURKE, P. Social history of the media: from Gutenberg to the Internet. 3rd ed. Cambridge, UK: Polity, 2010. /*ref*/CHEN, Y.; CARGER, C. L.; SMITH, T. J. Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, v. 21, n. 2, p. 28-41, 2017. Retrieved from: <http://llt.msu.edu/issues/february2017/chencargersmith.pdf>. Access on: Sep. 15, 2018. /*ref*/CROMPTON, H. A historical overview of mobile learning: towards learner-centered education. In: BERGE; Z.; MUILENBURG, L. (Ed.). Handbook of mobile learning. New York: Routledge, 2013. p. 3-14. /*ref*/DAVIS, B. Complexity and Education: vital simultaneities. Educational Philosophy and Theory, v. 40, n. 1, p. 50-65, 2008. /*ref*/DAVIS, B.; SIMMT, E. Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education, v. 34, n. 2, p. 137-167, 2003. /*ref*/DAVIS, B.; SUMARA, D. Complexity and Education: Inquiries into Learning, Teaching, and Research. New York and London: Lawrence Erlbaum Associates, 2006. /*ref*/DAVIS, B.; SUMARA, D. Complexity as a theory of education. Transnational Curriculum Inquiry, v. 5, n. 2, p. 33-44, 2008. /*ref*/DENZIN, N. K.; LINCOLN, Y. S. A disciplina e a prática da pesquisa qualitativa. In: DENZIN, N. K.; LINCOLN, Y. S. (Ed.). O planejamento da pesquisa qualitativa: teorias e abordagens. Porto Alegre: Artmed, 2006. p. 15-57. /*ref*/ELLIS, N. C.; LARSEN-FREEMAN, D. (Ed.). Language as a Complex Adaptive System. Special issue. Language Learning, 59, Supplement 1, 2009. /*ref*/KENNING, M. M. ICT and Language Learning: from Print to the Mobile Phone. Basingstoke: Palgrave Macmillan, 2007. /*ref*/KUKULSKA-HULME, A. Mobile-assisted language learning. In: CHAPELLE, C. (Ed.). The encyclopedia of applied linguistics. New York: Wiley, 2013. p. 3701-3709. /*ref*/KUKULSKA-HULME, A. Will mobile learning change language learning? ReCALL, v. 2, n. 2, p. 157-165, 2009. /*ref*/KUKULSKA-HULME, A. Language as a Bridge Connecting Formal and Informal Language Learning through Mobile Devices. In: WONG, L.-H.; MILRAD, M.; SPECHT, M. (Ed.). Seamless Learning in the Age of Mobile Connectivity. London: Springer, 2015. p. 281-294. /*ref*/LARSEN-FREEMAN, D. Chaos/Complexity Science and Second Language Acquisition. Applied Linguistics, v. 18, n. 2, p. 141-145, 1997. /*ref*/LARSEN-FREEMAN, D.; CAMERON, L. Complex Systems and Applied Linguistics. Oxford: Oxford University Press, 2008. /*ref*/NICHOLAS, H.; NG, W. Mobile Seamless Learning and its Pedagogy. In: WONG, L.-H.; MILRAD, M.; SPECHT, M. (Ed.). Seamless Learning in the Age of Mobile Connectivity. London: Springer, 2015. p. 261-280. /*ref*/PAIVA, V. L. M. O. e. Modelo fractal de aquisição de línguas. In: BRUNO, F. C. (Org.). Reflexão e prática em ensino/aprendizagem de língua estrangeira. São Paulo: Clara Luz, 2005. p. 23-36. /*ref*/PAIVA, V. L. M. O. e. Chaos and the complexity of SLA. In: BENSON, P.; COOKER, L. (Ed.). The applied linguistic individual: sociocultural approaches to identity, agency and autonomy. Sheffield, Bristol: Equinox, 2013. p. 59-74. /*ref*/PAIVA, V. L. M. O. e; NASCIMENTO, M. (Org.). Sistemas adaptativos complexos: lingua(gem) e aprendizagem. Belo Horizonte: Faculdade de Letras da UFMG/Fundação de Amparo à Pesquisa do Estado de Minas Gerais - FAPEMIG, 2011. /*ref*/PEGRUM, M. Mobile learning: languages, literacies and cultures. London: Palgrave Macmillan, 2014. /*ref*/PEGRUM, M.; HUWITT, C.; STRIEPE, M. Learning how to take the tablet: how pre-service teachers use iPads to facilitate their learning. Australian Journal of Educational Technology, v. 29, n. 4, p. 464-479, 2013. Retrieved from: <http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/187>. Access on: Aug. 10, 2018. /*ref*/PUENTEDURA, R. A brief introduction to TPCK and SAMR. Freeport workshop slides, 8 December. Ruben R. Puentedura’s weblog. 2012. Retrieved from: <http://www.hippasus.com/rrpweblog/archives/2011/12/08/BriefIntroTPCKSAMR.pdf>. Access on: Sep. 7, 2018. /*ref*/ROYLE, K.; STAGER, S.; TRAXLER, J. Teacher development with mobiles: comparative critical factors. Prospects, v. 44, n. 1, p. 29-42, 2014. /*ref*/SACCOL, A.; SCHLEMMER, E.; BARBOSA, J. M-learning e u-learning: novas perspectivas da aprendizagem móvel e ubíqua. São Paulo: Pearson Prentice Hall, 2011. /*ref*/SANTOS COSTA, G. S. Mobile Learning: explorando potencialidades com o uso do celular no ensino - aprendizagem de língua inglesa como língua estrangeira com alunos da escola pública. Academic Advisor: Antônio Carlos dos Santos Xavier. Assistant academic advisor: Ana Amélia Amorim de Carvalho. 2013. 182 p. Thesis (Ph. D. in Letters) - Centro de Artes e Comunicação - Universidade Federal de Pernambuco, Recife, 2013. Retrieved from: <https://repositorio.ufpe.br/bitstream/123456789/11333/1/TESE%20Giselda%20dos%20Santos%20Costa.pdf >. Access on: Sep. 27, 2018. /*ref*/SMITH, B. Methodological innovation in call research and its role in SLA. Language Learning & Technology, v. 21, n. 1, p. 1-3, 2017. Retrieved from: <http://www.lltjournal.org/collection/col_10125_54259>. Access on: Sep. 7, 2018. /*ref*/UNESCO. UNESCO Policy guidelines for mobile learning. 2013. Paris: United Nations Educational, Scientific and Cultural Organization. Retrieved from: <http://unesdoc.unesco.org/images/0021/002196/219641e.pdf>. Access on: Feb. 18, 2013. /*ref*/VAN LIER, L. The ecology and semiotics of language learning: a sociocultural perspective. Boston: Kluwer Academic Publishers, 2004. /*ref*/VAN LIER, L. Interaction in the Language Curriculum: awareness, autonomy e authenticity. London and New York: Longman, 1996. /*ref*/VARELA, F.; THOMPSON, E.; ROSCH, E. The embodied mind: cognitive science and human experience. Cambridge, MA: MIT Press, 1991. /*ref*/WHATSAPP. Available at: <http://www.whatsapp.com>. Access on: Sep. 26, 2018. |
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Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century 1984-6398 1676-0786 reponame:Revista Brasileira de Lingüística Aplicada (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
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