Mobile Devices as ‘Boundary Objects’ on Field Trips

This paper explores the distinctive learning experiences associated with the use of mobile devices and their relationship to the learning aims in the context of field teaching. It proposes that the mobile device may act as a ‘boundary object’ (Star & Griesemer, 1989) in that its meanings are constructed through discourse and practice. This is assessed with the used of vignettes from the cases collected. Initial research focused on the intensive observation of two separate postgraduate field trips. Data collection was done using a variety of techniques including video, audio, photography, field notes, and focus groups. This paper focuses on the analysis of the video data. The observation process involved recording how mobile devices were used; their ease of use and challenges; and the role of mobile technology in group collaborative learning. Preliminary analysis suggests that the mobile device played a constitutive role in learning, specifically regarding decisions and group roles. However, the devices themselves did not display the features of a boundary object, but other possibilities emerged. We are now engaged in an exercise to explore the potential these analyses might have for informing design to link pedagogy and technology.