Considerations for Conducting Studies About Ubiquitous Learning Technologies

By Ann-Louise Davidson.

Published by Ubiquitous Learning: An International Journal

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This paper provides several arguments for using a research methodology that will allow researchers to develop a deep understanding of people’s experiences with ubiquitous learning technologies. It begins by pointing out that there is currently a revolution going on, but we tend to look at the negative sides of this revolution, without realizing that it is changing how people live, work and play and consequently, how they learn. This revolution is happening through the use of various technological objects that many people are using on a daily basis. The text below calls attention to a proposed research methodology for conducting studies about ubiquitous learning technologies. Two major themes oversee the structure of this text: what should researchers look at and how should they look at it. It starts by describing the context related to how these technologies are being used. It then lays out the elements of a conceptual framework. Following this, the text describes the advantages and pitfalls of ethnography and action-research. Finally, it provides recommendations for researchers who are interested in investigating ubiquitous learning.

Keywords: Ubiquitous Learning, Social Media, Methodology, Ethnography, Action Research

Ubiquitous Learning: An International Journal, Volume 3, Issue 2, pp.175-184. Article: Print (Spiral Bound). Article: Electronic (PDF File; 545.679KB).

Dr. Ann-Louise Davidson

Professor, Educational Technology Program, Education Department, Concordia University, Montreal, Québec, Canada

Dr. Ann-Louise Davidson is an assistant professor of Education at Concordia University where she teaches in the graduate program in educational technology. Her research interests revolve around the changes brought by digital technologies in society and in the educational system. In education, she uses collaborative action research methods as a means to understand and explain the relations between pedagogy and technology. In non-educational settings, she studies the impact of digital technologies on the social integration of minorities and marginalized populations.