Analysing the Mobile Complex for Education: Key Concepts

Abstract

This chapter provides an overview of the detailed discussion of the relationship of the two dominant fields under discussion in Part II of this book: the mobile complex in everyday life and the teaching and learning practices of schools. We argue that, in order to be able to assimilate the cultural practices around mobile device use in everyday life successfully into the teaching and learning practices of schools, we need to recognize mobile devices as cultural resources. This requires an understanding of (a) socio-cultural and technological structures, (b) learners’ agency and learning habitus and (c) the practices of media use in everyday life as well as the practices of learning in formal and informal contexts. We use Vygotzky’s model of child development within zones, which are responsive to a child’s personally relevant situation. This model allows us to position ourselves pedagogically in relationship to the mobile complex. Our intention is to redefine learning from the perspective of children’s everyday lives, as well as to recognize their specific ‘naïve’ expertise, especially that around mobile devices in the context of media convergence. We argue that the assimilation of mobile and learning practices by the school should deliberately support participation by all learners and make use of the new, cultural ‘mobile’ resources. Additionally, this chapter outlines the key concepts underpinning our pedagogical discussion.