Pedagogy, Continuance Theory and Mobile Devices: Findings from a New Zealand case study

In 2010, a short-term case study project undertaken in an urban secondary school investigated various mLearning options in a range of classrooms. Mobile devices included students' own cellphones and/or digital cameras, as well as some proprietary software and hardware. Four different classrooms, teachers, subjects and classes participated in the research evaluation, which reported on effects these digital technologies had on pedagogical practices and school infrastructure. The case study used interviews, observation and the collection of artefacts (video, still shots) to provide qualitative data for thematic analysis. The teachers and IT support were all mature professionals whose pedagogical knowledge and practices were already secure. This paper focuses primarily on discussing the pedagogical practices of the teachers and some implications of viewing their experiences through the lens of continuance theory and socio-cultural perspectives.