The use of cell phones for teaching and learning cannot be sustained if academics are not trained on how to use the tool and how to integrate the technology into their own practice. Therefore, more attention needs to be given to the capacity building of distance education academics and practitioners. Open distance learning (ODL) institutions have a critical role of providing the necessary knowledge and skills to teachers who will be using mobile technologies in distance education. The aim of this article is to explore pedagogic principles that best support the effective use of mobile learning in a distance education context. In developing a training programme for distance education practitioners, we should take cognisance of the fact that mobile technologies will not transform education on their own; they require academics who can use them to improve student learning. The aim is to ensure that technology is not perceived as an add-on but as an integral part of the curriculum. This article will therefore attempt to answer the following questions: . What are the implications of mobile technologies for distance education practitioners? . What pedagogic model best supports the effective use of mobile learning devices?
|Document Title:||Academics going mobile: New roles for new technologies|
|No. of Pages:||174-188|
|Document Type:||Journal Article (Peer Reviewed)|
|Subject Area:||Teaching and Learning|
|Keywords:||ICT (Information & Communication Technology), Literacy, Lifelong learning, Open and Distance Learning, Teaching Methods|
|Date Added:||24 July 2012|