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dc.contributor.authorTraxler, John
dc.date.accessioned2010-07-13T13:52:13Z
dc.date.available2010-07-13T13:52:13Z
dc.date.issued2010
dc.identifier.citationALT-J, 18 (2):149-160
dc.identifier.issn0968-7769
dc.identifier.doi10.1080/09687769.2010.492847
dc.identifier.urihttp://hdl.handle.net/2436/107541
dc.description.abstractMany educators advocate, promote and encourage the dreams of agency, control, ownership and choice amongst students whilst educational institutions take the responsibility for provision, equity, access, participation and standards. The institutions traditionally procure, provide and control the technology for learning but now students are acquiring their own personal technologies for learning and institutions are challenged to keep pace. These allow students to produce, store, transmit and consume information, images and ideas; this potentially realises the educators’ dream but for institutions is potentially a nightmare, one of loss of control and loss of the quality, consistency, uniformity and stability that delivered the dreams of equity, access and participation. This paper traces the conflicting dreams and responsibilities.
dc.language.isoen
dc.publisherRoutledge
dc.subjectMobile devices
dc.subjectOwnership/agency
dc.subjectInstitutional procurement
dc.titleStudents and mobile devices
dc.typeArticle
dc.identifier.eissn1741-1629
dc.identifier.journalALT-J, Research in Learning Technology
refterms.dateFOA2018-08-21T09:37:34Z
html.description.abstractMany educators advocate, promote and encourage the dreams of agency, control, ownership and choice amongst students whilst educational institutions take the responsibility for provision, equity, access, participation and standards. The institutions traditionally procure, provide and control the technology for learning but now students are acquiring their own personal technologies for learning and institutions are challenged to keep pace. These allow students to produce, store, transmit and consume information, images and ideas; this potentially realises the educators’ dream but for institutions is potentially a nightmare, one of loss of control and loss of the quality, consistency, uniformity and stability that delivered the dreams of equity, access and participation. This paper traces the conflicting dreams and responsibilities.


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