Mobile Learning Policy Formulation and Enactment in New Zealand

  • David ParsonsEmail author
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 40)


Adoption of mobile learning in New Zealand schools has spread rapidly in recent years as the power and usability of portable devices, along with broadband penetration and speed, have changed the technology landscape. This has major implications for higher education, both because it is tasked with training the future teachers who will work in digitally enabled classrooms and because the students from these classrooms will be future university undergraduates, bringing with them new expectations about institutional support for mobile learning. Policy both drives and responds to these contextual changes. National policy has driven the construction of broadband infrastructure but also has to respond to changes enacted locally. Local policy has driven the deliberate integration of mobile devices into teaching and learning, but school and university policies must respond to changes in the expectations made on them by the national provision of broadband infrastructure. Policy is also multi-faceted, as UNESCO’s mobile learning policy guidelines make clear. Not only does it need to deal with core delivery issues such as infrastructure provision and teacher training, but it must also address broader social issues such as equity, advocacy and health and safety. This chapter is based on a series of interviews carried out to explore mobile learning policy in New Zealand. The results of this research suggest that policies are evolving rapidly in a rich interaction of top-down and bottom-up initiatives, impacting directly on schools and indirectly on higher education, and may provide an instructive model for others in the Asia-Pacific Region.


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Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.The Mind Lab by UnitecAucklandNew Zealand

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