Ubiquitous Computing and Changing Pedagogical Possibilities: Representations, Conceptualizations and Uses of Knowledge

Abstract

This article reports on preliminary findings from an ongoing study of teaching and learning in a ubiquitous computing classroom. The research employed mixed methods and multiple measures to document changes in teaching and learning that result when teachers and students have access to a variety of digital devices wherever and whenever they need them. It identifies ways in which ubiquitous computing environments can support both individual and social construction of knowledge, and the role that unique representations of knowledge supported by a variety of ready-at-hand digital devices can play in such support.