Exploration of Tensions in a Mobile-Technology Supported Fieldtrip: An Activity Theory Perspective

The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided r...

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Bibliographic Details
Published in:International journal of distance education technologies 2014-04, Vol.12 (2), p.104-117
Main Authors: Lai, Chih-Hung, Chen, Fei-Ching, Yang, Jie-Chi
Format: Article
Language:English
Subjects:
Academic Achievement
Cellular telephones
Conflict
Distance education
Educational Environment
Electronic Learning
Experiential Learning
Exploration
Field Trips
Foreign Countries
Grade 5
Guidelines
Handheld Devices
Human factors
Implementation
Instructors
Learning
Learning Activities
Mathematical analysis
Measurement Equipment
Mobile communication systems
Outdoor
Outdoor Education
Portable computers
Program Descriptions
Program Implementation
Study tours
System dynamics
Taiwan
Teaching methods
Technology Uses in Education
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Summary:The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by mismatches between the Tools themselves, and between Tools and the ways that were used by learners or arranged by the instructor. The subtle human factors present in the use of technologies should be carefully considered. The influence of mobile devices on learner experiences in experiential learning is also thoroughly discussed.
ISSN:1539-3100
1539-3119
DOI:10.4018/ijdet.2014040106