1. University of Minho, Braga, Portugal – adelina8@gmail.com Mobile phone appropriation and pedagogical mediation by students in educational contexts MoLeNET Mobile Learning Conference 2009 1st December, London Adelina Moura & Ana Amélia Carvalho

2. University of Minho, Braga, Portugal – adelina8@gmail.com A nalysis of the students' mobile phone appropriation as learning tools A ssessment of how the mobile phone mediates learning S tudying the mobile technology implications in learning: creating learning strategies and monitoring within and outside the classroom. Goals

3. University of Minho, Braga, Portugal – adelina8@gmail.com Methodology A qualitative research methodology with multiple cases, involving a range of data collection techniques (questionnaires, interviews, focus group, observations, and diaries).

4. University of Minho, Braga, Portugal – adelina8@gmail.com Framework - Activity Theory Two concepts i) appropriation ii) mediation How mobile phones were appropriated as a learning tool by students; How they mediated the learning activities. Activity Theory principles helped us to frame the analysis in our study: i) to identify the socio-cultural factors that influenced the process of mobile phone appropriation; ii) to determine how mobile mediated activities introduced new possibilities.

5. University of Minho, Braga, Portugal – adelina8@gmail.com Study We carried out a study looking at how the mobile phone has been used in different learning settings as a learning tool within and outside a secondary school classroom, both in Portuguese and French languages.

6. University of Minho, Braga, Portugal – adelina8@gmail.com Mobile Devices We examine the use of students mobile phone in the following contexts: i) as a repository of learning content; ii) as a production tool for writing and reading and exploring multimedia features (audio, video and image); iii) as an SMS-based learning scenario.

7. University of Minho, Braga, Portugal – adelina8@gmail.com Environment description Curricular and extracurricular activities Individual and collaborative learning Context Inside and Outside classroom

8. University of Minho, Braga, Portugal – adelina8@gmail.com Curricular Activities Video in Portuguese and French classes for discussion Podcasts: i) to study Portuguese Literature and language; ii) to improve French language and reading. Photos and videos created by students for individual and collaborative activities SMS- based learning scenario

9. University of Minho, Braga, Portugal – adelina8@gmail.com Individual & Collaborative Activities Micro stories creation Mobile Quizzes: i) grammar ii) curricular learning iii) general culture iDictionary – both in Portuguese & French languages Three SMS-based scenario: i) Receptive activities ii) Productive activities iii) Collaborative activities

10. University of Minho, Braga, Portugal – adelina8@gmail.com Geração Móvel - Mobile Generation http://geramovel.wirenode.mobi

11. University of Minho, Braga, Portugal – adelina8@gmail.com Findings i) S tudents' competences (writing and reading) in French language had benefited from mobile phone use (podcasts); ii) S tudents' engagement in learning Portuguese and French languages was enhanced (SMS- based learning): iii) W e noted an increase in students' motivation in both individual and collaborative learning.

12. University of Minho, Braga, Portugal – adelina8@gmail.com Thank you for your presence! Comments? Adelina Moura