Aplicando conceitos teóricos em atividades educacionais no campo do mlearning:
affordance, agência e rizoma
DOI:
https://doi.org/10.14393/OT2019v21.n.1.46266Keywords:
Mobile Learning, Affordance Agency, RhizomeAbstract
Learning with mobile technology is often described as ubiquitous, has portability qualities, allows you to learn in an individualized and personalized way anytime, anywhere. However, some papers need theoretical foundations to meet the needs of this field of research. According to Luis and D'Cunha (2014), theory determines what we observe, how we observe and what we consider valuable. It has power and can affect how people live and how they see the world. The theoretical tools we use can shape what we see and what we do. In the case of mobile learning, this can affect the way people access and interact with the world through technology. Traxler and Kukulska-Hulme (2007) found many reports of research projects which were not always based on a theoretical foundation. Sharples, Taylor and Vavoula (2005) point out that there is still a theory of education appropriate to the mobile age. This article is based on the argument that the lack of theory or theoretical concept in research with technology compromises its quality. It aims to present three concepts as a theoretical magnifying glass to work with Mlearning: Affordance, Agency and Rhizome.
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