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eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy

eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy

Jordan Schugar, Heather Schugar
Copyright: © 2018 |Volume: 10 |Issue: 2 |Pages: 10
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522543718|DOI: 10.4018/IJMBL.2018040107
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MLA

Schugar, Jordan, and Heather Schugar. "eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy." IJMBL vol.10, no.2 2018: pp.78-87. http://doi.org/10.4018/IJMBL.2018040107

APA

Schugar, J. & Schugar, H. (2018). eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy. International Journal of Mobile and Blended Learning (IJMBL), 10(2), 78-87. http://doi.org/10.4018/IJMBL.2018040107

Chicago

Schugar, Jordan, and Heather Schugar. "eTexts and Teacher Education: Considerations for Text Structure and Purpose in Mobile Pedagogy," International Journal of Mobile and Blended Learning (IJMBL) 10, no.2: 78-87. http://doi.org/10.4018/IJMBL.2018040107

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Abstract

This article describes how misunderstandings about eTexts may misguide educators when choosing how to incorporate eTexts into teaching and learning. A review of the existing literature finds that generalizations across different types and forms of eTexts and a reader's purpose and proficiency yield only more confusion. However, having a better understanding of the types of texts (both structure and purpose) operationalized in the studies as well as why these constructs impact eReading elucidate the potential benefits for more mobile reading pedagogy. Furthermore, the adoption of mobile pedagogies, as they relate to digital literacy, can occur on a programmatic scale, but requires a large-scale understanding of the interdisciplinary nature of the learning and/or reading task, technology, and discipline.

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