Teachers and intervention designers should use mobile devices thoughtfully alongside other teaching approaches, ground designs in existing evidence, and evaluate rigorously¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review's implications for practice recommend that teachers "think carefully about the ways in which they are using mobile devices, how they are using them alongside other teaching activities and approaches, and how they might add value to children's learning experience". Intervention designers should base designs on existing research, invest in new research, and evaluate new interventions with rigorous methods to minimise risk of bias. Future research should attend to how and when devices are actually used in real life.

Design Implications¶

Context¶

Requirements¶

• Design and development of educational interventions should be based on evidence; new interventions should be evaluated with rigorous methods to minimise risk of bias

Constraints¶

• We do not currently know enough about how mobile devices work best, what makes them effective, and how teachers can best use them in lessons

Target Learners¶

• primary school teachers and educational intervention designers

Target Learning Goals¶

• supporting literacy and numeracy learning with mobile devices

Related Strategies¶

• Teacher Action Research

Examples¶

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Key Sources¶

• Lb0