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I do o Iused my Information s far better ossibly lose paperwork, ng at least tw tal information ocial media an make chang ological devic udents learnin students writin of power as to be produce 5, p.64. Takin e power on t for the young d the herbs in t were easy to u ild ces nd nd sed the to wo n is nd ges ces ng ng an ed, ng the ger the use Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 175 and carry. Other than that, it was very useful, as it has several functions to record verbal information, “Nowadays, photos are clear and realistic” Nathan, paperwork, February, 2014. Apart from that Nathan also valued the advantage of using the GPS: We do not need to write the information onto paper we can just record them straightaway into the GPS program Nathan, paperwork, February, 2014 This study shows that the unique functions in the phones and GPS make the environmental information more explicit. Secondly, the phone was used to replace other devices such as camera, and the sound recorder. The learner reacted to the farmer’s speech, they recorded when the farmer enquired what they are interested in. The phones also took photos they needed. One male student doing a book valued the benefit of the phone in collecting data: Our group created a biography of the farmer, the tool that I used to collect data was my phone. I recorded his story during the interview. After I came back, I listened to the recording again. I felt his enthusiasm to run his farm with Buddhist practices. Listening to the farmers speech simply just illustrated his passion. I sensed his marvelous passion, which his exact words were copied into our book. Christ, paperwork, February, 2014 Thirdly, mobile phones and iPads invited other actors.The phones invited other actors such as the computer program as well as the human actor.Mobile phones made connections to Facebook and YouTube, that took environmental information into account The environmental information, photos and VDO were put into the social media and available to the viewers. The role of the media was not only inspiring the students but it also inspired others. The audiences were stimulated by the environmental information or somehow created more environmental awareness. An example is revealed in a students expression. A female student claimed that the photos taken by her phone did not just provide her a memory, nevertheless those photos influenced her peers who have never engaged with nature and that made them more eager to participate: When I put photos on the social network, my friends loved them and seemed to appreciate the beauty of nature by just asking the details of those photos Allen, interviewed, February, 2014 EE media are posted on social medias, see more links at: https:www.facebook.comgroups127929850605214 https:www.youtube.comwatch?v=v73qguA9Syo From the ANT’s viewpoint, students learnt and generated knowledge while they used several electronic devices and translated their environmental information. They learned by listening, observing, and reflecting their opinions in their paper works. Students became a network of technology. Media-making is a network.Students expression shows how they develop their learning ability and consider the benefit of the phone. For the radio spot, I used several skills to collect data. I conducted the data by observation, writing my notes and recording the interview. I used all my skills as I see the limitations of the interviewer who sometimes have a limited perception ability. The voice recorder and mobile phone helped to produce data Paul, paperwork, February, 2014 Group discussion in the classroom revealed the influencing of the devices on students. Students reflected about their experiences through mind mappings. Figure 3. The mind mapping The example of a VDO making group in figure 3 reveals the association of a students work. It showed the media-making outline, the equipments that they use as the learning resource and the outcome as well as the problems doing the VDO. The mobile phone became an actor, it is an effect, it was a connection of student’s interests. The phones stimulated students learning process and linked into other networks.The phone is considered as a powerful actor which holds things together: humans, texts information and technological materials. As Murdoch1995wrote: ‘powerful actors speak for all the enrolled entities and actors, and control the means of representation’p. 748. It moves from place to Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 176 place and linked the environmental information from one user to another, from one device to other devices. It is a hybrid relationship to stimulate students’ learning outcome.

6. The Media-making network