Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework

Resource type
Journal Article
Authors/contributors
Title
Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework
Abstract
Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54% of the studies, 46% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.
Publication
Computers and Education
Volume
156
Issue
June
Pages
103945-103945
Date
2020
Extra
Publisher: Elsevier Ltd
Citation
Crompton, H., & Burke, D. (2020). Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework. Computers and Education, 156(June), 103945–103945. https://doi.org/10.1016/j.compedu.2020.103945