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Implementing mobile language learnin...

McCarty, Steve.

Implementing mobile language learning technologies in Japan

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementing mobile language learning technologies in Japanby Steve McCarty, Hiroyuki Obari, Takeshi Sato.
Author:	McCarty, Steve.
other author:	Obari, Hiroyuki.
Published:	Singapore :Springer Singapore :2017.
Description:	x, 97 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Education.
Online resource:	http://dx.doi.org/10.1007/978-981-10-2451-1
ISBN:	9789811024511$q(electronic bk.)

Implementing mobile language learning technologies in Japan
McCarty, Steve.

Implementing mobile language learning technologies in Japan[electronic resource] /by Steve McCarty, Hiroyuki Obari, Takeshi Sato. - Singapore :Springer Singapore :2017. - x, 97 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

Chapter 1 Introduction: Contextualizing Mobile Language Learning in Japan -- Chapter 2 Mobile Language Learning Pedagogy: A Sociocultural Perspective -- Chapter 3 Tokyo University of Agriculture and Technology Case Study: Smartphone App LINE for EFL Peer Learning -- Chapter 4 Osaka Jogakuin University Case Study: Mobilizing the EFL Curriculum and Campus Infrastructure with iPods and iPads -- Chapter 5 Aoyama Gakuin University Case Study: Blended Learning and Flipped Classrooms utilizing Mobile Devices -- Chapter 6 Conclusion: Implementing Language Learning in a Mobile-Oriented Society.

This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. The technologies utilized, such as smartphones, iPads, and wi-fi, integrate students' hand-held devices into the campus network infrastructure. The pedagogical aims of ubiquitous mobile learning further incorporate social media, blended learning, and flipped classroom approaches into the curriculum. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan. Chapter 2 documents the sociocultural theory underpinning the authors' humanistic approach to implementation of mobile technologies. The sociocultural pedagogy represents a global consensus of leading educators that also recognizes the agency of Asian learners and brings out their capability for autonomous learning. Case studies of universities, large and small, public and private, are organized similarly in Chapters 3 to 5. Institutional/pedagogical and technological context sections are followed by detailed content on the implementation of initiatives, assessment of effectiveness, and recommendations for other institutions. Distinct from a collection of papers, this monograph tells a story in brief book length about theorizing and realizing mobile language learning, describing pioneering and original initiatives of importance to practitioners in other educational contexts.

ISBN: 9789811024511$q(electronic bk.)

Standard No.: 10.1007/978-981-10-2451-1doiSubjects--Topical Terms:

177995
Education.

LC Class. No.: PE1128.A2

Dewey Class. No.: 370

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520 $a This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. The technologies utilized, such as smartphones, iPads, and wi-fi, integrate students' hand-held devices into the campus network infrastructure. The pedagogical aims of ubiquitous mobile learning further incorporate social media, blended learning, and flipped classroom approaches into the curriculum. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan. Chapter 2 documents the sociocultural theory underpinning the authors' humanistic approach to implementation of mobile technologies. The sociocultural pedagogy represents a global consensus of leading educators that also recognizes the agency of Asian learners and brings out their capability for autonomous learning. Case studies of universities, large and small, public and private, are organized similarly in Chapters 3 to 5. Institutional/pedagogical and technological context sections are followed by detailed content on the implementation of initiatives, assessment of effectiveness, and recommendations for other institutions. Distinct from a collection of papers, this monograph tells a story in brief book length about theorizing and realizing mobile language learning, describing pioneering and original initiatives of importance to practitioners in other educational contexts.
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