In learner-centered, technologically enabled postsecondary classrooms, twenty-first-century digital and mobile technologies provide avenues for flexible, personal learning for different groups in the same classroom and enable individual discovery. These same technologies also present risks and ethical dilemmas, including challenges to pedagogical processes and instructors’ academic identity in postsecondary teaching and learning contexts. In the current technology-enabled educational milieu of this century, this may mean instructors thinking differently about engrained, traditional pedagogical practices and exploring the interconnections between subject matter disciplines in a globally connected society. In this chapter, the author presents the argument that the past century’s concepts of reflection-on-practice and reflection-in-practice remain of prime importance, and when the implications for teaching and learning in and outside the classroom with digital and mobile technologies are considered and addressed, a rich pedagogical experience can emerge.
- Digital technologies
- Mobile devices
- Philosophies of teaching
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Kraglund-Gauthier, W.L. (2019). Learning to Teach with Mobile Technologies: Pedagogical Implications In and Outside the Classroom. In: Zhang, Y., Cristol, D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_68-2
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