Mobile learning for homework: Emerging cultural practices in the new media ecology

Keywords

Media education, secondary school, homework, software, smartphones, social media, qualitative analysis, quantitative analysis

Abstract

This contribution discusses emerging cultural practices of media activities with the example of homework as an out-of-school learning context. Data was collected using diaries on the use of media during out-of-school learning activities. Central theoretical frameworks include the German theory of Medienbildung as an actor’s threefold relation towards the material/factual world, the other/s and society, and her-/himself and the socio-cultural ecology of mobile learning as a triangular relationship between agency, cultural practices and structures. Following a grounded theory approach, data analysis was conducted in an inductive manner, drawing on contemporary methods of computer enhanced qualitative analysis. This article focuses on verbal expressions within the diary entries, implicating cultural practices in everyday media activities and their impact on media use in a domestic learning context, such as homework. Two central aspects are highlighted from the results, exemplifying the category and theory generation. First, “checking”, as one of the reappearing in-vivo codes, will be examined more closely regarding its embedding in media practice and homework. It will be characterised as a daily recurring receptive and productive media practice. Second, apps and services, as well as media hardware used at school, are mirrored in the way students actually use media during homework, mingling with everyday media practices.

View infography

References

Abmann, S. (2013). Medienhandeln zwischen formalen und informellen Kontexten: Doing connectivity. [Media activities between formal and informal contexts: Doing connectivity]. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-01940-2

Link DOI | Link Google Scholar

Archer, M.S. (2000). Being human: The problem of agency. Cambridge University Press. https://doi.org/10.1017/CBO9780511488733

Link DOI | Link Google Scholar

Blair, R., Millard, D., & Woollard, J. (2017). Perceptions of School children of using social media for learning. International Journal on E-Learning, 16(2), 105-127. https://bit.ly/2YAdPLr

Link Google Scholar

Buckingham, D., & Sefton-Green, J. (2003). Gotta catch ’em all: Structure, agency and pedagogy in children’s media culture. Media, Culture & Society, 25(3), 379-399. https://doi.org/10.1177/0163443703025003005

Link DOI | Link Google Scholar

Burger, H. (2007). Phraseologie: Eine einführung am beispiel des deutschen. [Phraseology: An introduction at the example of German]. E. Schmidt. https://bit.ly/2xZqUDm

Link Google Scholar

Condruz-Bacescu, M. (2019). The impact of digital technologies on learning. In I. Roceanu, C. Holotescu, L. Ciolan, A.C. Colibaba, & C. Radu (Eds.), New technologies and redesigning learning spaces (pp. 57-63). Carol I Natl Defence Univ Publishing House. https://doi.org/10.12753/2066-026X-19-076

Link DOI | Link Google Scholar

Corbin, J.M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593

Link DOI | Link Google Scholar

Dourish, P. (2004). What we talk about when we talk about context. Personal and Ubiquitous Computing, 8(1), 19-30. https://doi.org/10.1007/s00779-003-0253-8

Link DOI | Link Google Scholar

Feierabend, S., Plankenhorn, T., & Rathgeb, T. (2017). KIM-Studie 2016. Kindheit, internet, medien. basisstudie zum medienumgang 6- bis 13-jähriger in Deutschland. [KIM Study 2016. Childhood, internet, media. Basic study on the media use of 6- to 13-year-olds in Germany]. Medienpädagogischer Forschungsverbund Südwest. https://bit.ly/35CaJYO

Link Google Scholar

Floridi, L. (2014). The 4th revolution: How the infosphere is reshaping human reality. Oxford University Press.

Link Google Scholar

Fuller, M. (2005). Media ecologies. Materialist energies in art and technoculture. The MIT Press. https://bit.ly/2T5rbMa

Link Google Scholar

Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Polity Press. https://bit.ly/3dAsgU6

Link Google Scholar

Gleaves, A., Walker, C., & Grey, J. (2007). Using digital and paper diaries for learning and assessment purposes in higher education: A comparative study of feasibility and reliability. Assessment & Evaluation in Higher Education, 32(6), 631-643. https://doi.org/10.1080/02602930601117035

Link DOI | Link Google Scholar

Haag, L., & Streber, D. (2015). Hausaufgaben in der Grundschule. [Homework in elementary school]. Zeitschrift Für Grundschulforschung, 8(2), 86-99. https://bit.ly/3dBhgpn

Link Google Scholar

Hall, S. (1997). Representation: Cultural representations and signifying practices. Sage. https://bit.ly/2SYlrUn

Link Google Scholar

Hascher, T., & Hofmann, F. (2008). Kompetenzbereich Hausaufgaben. [Homework as an area of competence]. In M. Gläser-Zikuda & J. Seifried (Eds.), Lehrerexpertise. analyse und bedeutung unterrichtlichen handelns. [Teachers' expertise. Analysis and significance of teaching activity] (pp. 143-164). Waxmann. https://bit.ly/2YSfOuR

Link Google Scholar

Hepp, A. (2017). Transforming Communications—Media-related Changes in Times of Deep Mediatization. Communicative Figurations Working Paper Series, 16. https://doi.org/10.1007/978-3-319-65584-0

Link DOI | Link Google Scholar

Herzig, B. (2016). Media education and informatics education – An interdisciplinary search for traces. Media Education, 25, 59-79. https://doi.org/10.21240/mpaed/25/2016.10.28.X

Link DOI | Link Google Scholar

Johnson, R.B. (2017). Dialectical pluralism: A metaparadigm whose time has come. Journal of Mixed Methods Research, 11(2), 156-173. https://doi.org/10.1177/1558689815607692

Link DOI | Link Google Scholar

Kelle, U. (2007). The development of categories: Different approaches in grounded theory. In A. Bryant, & K. Charmaz (Eds.), The SAGE Handbook of Grounded Theory (pp. 191-213). Sage. https://doi.org/10.4135/9781848607941.n9

Link DOI | Link Google Scholar

Kohler, B. (2011). Hausaufgaben. Überblick über didaktische Überlegungen und empirische Untersuchungen [Homework. Overview of didactical considerations and empirical empirical investigations]. DDS – Die Deutsche Schule, 103(3), 203-218. https://bit.ly/35xuP6A

Link Google Scholar

Kress, G. (2010). Learning and environments of learning in conditions of provisionality. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion. [Media education in new cultural spaces. The German and British discussion] (pp. 171-182). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92133-4_12

Link DOI | Link Google Scholar

Kuckartz, U. (2010). Einführung in die computergestützte analyse qualitativer daten. [Introduction to computer-assistedanalysis of qualitative data]. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92126-6

Link DOI | Link Google Scholar

Lefebvre, H. (1958). Critique of everyday life: Vol. 1: Introduction. Verso. https://bit.ly/2Wqojf5

Link Google Scholar

Luckin, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50(2), 449-462. https://doi.org/10.1016/j.compedu.2007.09.018

Link DOI | Link Google Scholar

Luckin, R., Clark, W., Garnet, F., Whitworth, A., Akass, J., & Cook, J. (2009). Learner-generated contexts: A framework to support the effective use of technology to support learning. In J. Mark, L. McLoughlin, & C. McLoughlin (Eds.), Web 2.0-based e-learning: Applying social informatics for tertiary teaching. IGI Global. https://doi.org/10.4018/978-1-60566-294-7.ch004

Link DOI | Link Google Scholar

Marotzki, W., & Jörissen, B. (2008). Wissen, artikulation und biographie: Theoretische aspekte einer strukturalen medienbildung. [Knowledge, articulation, biography: Theoretical aspects of structural media education theory]. In J. Fromme, & W. Sesink (Eds.), Pädagogische Medientheorie [Pedagogical Media Theory] (pp. 51-70). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-90971-4_4

Link DOI | Link Google Scholar

McDougall, J., & Potter, J. (2015). Curating media learning: Towards a porous expertise. E-Learning and Digital Media, 12(2), 199-211. https://doi.org/10.1177/2042753015581975

Link DOI | Link Google Scholar

Meder, N. (2007). Theorie der medienbildung. Selbstverständnis und standortbestimmung der medienpädagogik. [Theory of media education. Self-conception and assessment of the status quo of media education]. In W. Sesink, M. Kerres, & H. Moser (Eds.), Jahrbuch Medienpädagogik 6. Medienpädagogik —Standortbestimmung einer erziehungswissenschaftlichen Disziplin. [Yearbook Media Education 6. Media Pedadogy - Status quo of a discipline of education] (pp. 55-73). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-90544-0_3

Link DOI | Link Google Scholar

Meder, N. (2011). Von der Theorie der Medienpädagogik zu einer Theorie der Medienbildung. [From a theory of Media Pedagogy towards a theory of media formation]. In J. Fromme, S. Iske, & W. Marotzki (Eds.), Medialität und Realität. Zur konstitutiven Kraft der Medien. [Mediality and Reality. On the constitutive power of media] (pp. 67-81). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92896-8_5

Link DOI | Link Google Scholar

Meder, N. (2015). Neue Technologien und Erziehung/Bildung. [New technologies and education/formation] Medienimpulse, 53(1). https://bit.ly/3dmBUd1

Link Google Scholar

Mey, G., & Mruck, K. (2011). Grounded-Theory-Methodologie: Entwicklung, Stand, Perspektiven [Grounded-theory-methodology: Development, status quo, perspectives]. In G. Mey & K. Mruck (Eds.), Grounded Theory Reader (pp. 11-48). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-93318-4_1

Link DOI | Link Google Scholar

Mischo, C., & Haag, L. (2010). Hausaufgaben [Homework]. In D.H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie [Dictionary of Educational Psychology] (pp. 249–256). Beltz Verlagsgruppe. https://bit.ly/2zuK0Sc

Link Google Scholar

Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning. Structures, agency, practices. Springer. https://doi.org/10.1007/978-1-4419-0585-7

Link DOI | Link Google Scholar

Pachler, N., Cook, J., & Bachmair, B. (2010). Appropriation of Mobile cultural resources for learning. International Journal of Mobile and Blended Learning, 2(1), 1-21. https://doi.org/10.4018/jmbl.2010010101

Link DOI | Link Google Scholar

Rummler, K. (2014). Foundations of socio-cultural ecology: Consequences for media education and mobile learning in schools. Media Education, 24, 1-17. https://doi.org/10.21240/mpaed/24/2014.07.10.X

Link DOI | Link Google Scholar

Rummler, K. (2018). Homework and media education. An exploratory study on the ecology of media activities in home learning contexts of secondary school pupils in German-speaking Switzerland. Media Education, 31, 143-165. https://doi.org/10.21240/mpaed/31/2018.05.22.X

Link DOI | Link Google Scholar

Rummler, K., Asllani, D., Bänninger, M., Braunschweiler, S., Brückner, S., Eigenmann, E., Hofstetter, M., Jaberg, C., Looser, N., Lucic, J., Meier, C., Minidis, S., & Zumbühl, J. (2018). Hausaufgaben Und Medien. Lern- Und Medienbildungsprozesse Am Übergang Zwischen Formellen Und Informellen Kontexten. [Homework and media. Learning and media education processes at the transition between formal and informal contexts]. Zürich University of Teacher Education. https://doi.org/10.5281/zenodo.1169629

Link DOI | Link Google Scholar

Seipold, J. (2017). Grundlagen des mobilen Lernens. Themen, Trends und Impulse in der internationalen Mobile Learning-Forschung: Perspektiven des mobilen Lernens. [Foundations of mobile learning. Topics, Trends and impulses in international mobile learning research: Perspectives of mobile learning]. In F. Thissen (Ed.), Lernen in virtuellen Räumen. Perspektiven des mobilen Lernens. [Learning in virtual spaces. Perspectives of mobile learning]. De Gruyter Saur. https://doi.org/10.1515/9783110501131-002

Link DOI | Link Google Scholar

Selwyn, N. (2011). Editorial: In praise of pessimism—The need for negativity in educational technology. British Journal of Educational Technology, 42(5), 713-718. https://doi.org/10.1111/j.1467-8535.2011.01215.x

Link DOI | Link Google Scholar

Sharples, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion [Media education in new cultural spaces. The German and British discussion] (pp. 87-99). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92133-4_6

Link DOI | Link Google Scholar

Spanhel, D. (2010). Bildung in der Mediengesellschaft-. [Education in a media society]. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion. [Media education in new cultural spaces. The German and British discussion] (pp. 45-58). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92133-4_3

Link DOI | Link Google Scholar

Suter, L., Waller, G., Bernath, J., Külling, C., Willemse, I., & Süss, D. (2018). JAMES - Jugend, Aktivitäten, Medien – Erhebung Schweiz. [JAMES – Youth, Activity, Media – Survey Switzerland]. ZHAW Zürcher Hochschule für Angewandte Wissenschaften. https://bit.ly/35DtFqd

Link Google Scholar

Swertz, C. (2000). Computer und Bildung: Eine medienanalytische Untersuchung der Computertechnologie in bildungstheoretischer Perspektive. [Computers and education: A media-analytical investigation of computer technology from the perspective of educational theory]. [Doctoral dissertation, Bielefeld University]. https://bit.ly/2W6Ywbm

Link Google Scholar

Trautwein, U., & Lüdtke, O. (2014). Die Förderung der Selbstregulation durch Hausaufgaben – Herausforderungen und Chancen. [Fostering self-regulation through homework – Challenges and opportunities]. In C. Rohlfs, M. Harring, & C. Palentien (Eds.), Kompetenz-Bildung: Soziale, emotionale und kommunikative Kompetenzen von Kindern und Jugendlichen. [Competence-education: Children’s and teenagers’ social, emotional and communicative competencies] (pp. 275-288). Springer Fachmedien. https://doi.org/10.1007/978-3-658-03441-2_12

Link DOI | Link Google Scholar

Wild, E., & Gerber, J. (2007). Charakteristika und determinanten der hausaufgabenpraxis in Deutschland von der vierten zur siebten Klassenstufe. [Characteristics and determining factors of homework practice in Germany from fourth to seventh grade]. Zeitschrift Für Erziehungswissenschaft, 10(3), 356-380. https://doi.org/10.1007/s11618-007-0041-8

Link DOI | Link Google Scholar

Technical information

Received: 30-01-2020

Revised: 12-02-2020

Accepted: 28-04-2020

Preprint: 15-06-2020

Publication date: 01-10-2020

Article revision time: 13 days | Average time revision issue 65: 36 days

Article acceptance time: 88 days | Average time of acceptance issue 65: 78 days

Preprint editing time: 199 days | Average editing time preprint issue 65: 190 days

Article editing time: 244 days | Average editing time issue 65: 235 days

Metrics

Metrics of this article

Views: 10087

Abstract readings: 9529

PDF downloads: 558

Full metrics of Comunicar 65

Views: 103704

Abstract readings: 98201

PDF downloads: 5503

Cited by

Cites in Web of Science

Currently there are no citations to this document

Cites in Scopus

Currently there are no citations to this document

Cites in Google Scholar

Currently there are no citations to this document

Download

Alternative metrics

How to cite

Rummler, K., Grabensteiner, C., & Schneider-Stingelin, C. (2020). Mobile learning for homework: Emerging cultural practices in the new media ecology. [El aprendizaje móvil en las tareas escolares: Prácticas culturales emergentes en la nueva ecología mediática]. Comunicar, 65, 101-110. https://doi.org/10.3916/C65-2020-09

Share

           

Post Office Box 527

21080 Huelva (Spain)

Administration

Editorial office

Creative Commons

This website uses cookies to obtain statistical data on the navigation of its users. If you continue to browse we consider that you accept its use. +info X