Mobile Learning in Teacher Education

Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.

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Preservice teacher mobile investigation and interpretation of everyday mathematics across settings

10.31219/osf.io/69mak ◽

2017 ◽

Author(s):

Jeremiah (Remi) Kalir

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Preservice Teacher ◽

Mobile Learning ◽

Mathematics Teacher ◽

Mathematics Learning ◽

Mathematics Teacher Education ◽

Everyday Mathematics ◽

Daily Lives ◽

K 12

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

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Section Two Mobile Learning in Teacher Education beyond the MTTEP Project

Transforming Teacher Education with Mobile Technologies ◽

10.5040/9781350095663.pt-003 ◽

2019 ◽

Keyword(s):

Teacher Education ◽

Mobile Learning

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Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education

10.4018/978-1-5225-2953-8 ◽

2018 ◽

Keyword(s):

Teacher Education ◽

Technology Integration ◽

Mobile Learning ◽

Digital Content

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Investigating and critiquing teacher educators’ mobile learning practices

Interactive Technology and Smart Education ◽

10.1108/itse-05-2017-0027 ◽

2017 ◽

Vol 14 (2) ◽

pp. 110-125 ◽

Cited By ~ 26

Author(s):

Kevin John Burden ◽

Matthew Kearney

Keyword(s):

Teacher Education ◽

Mobile Learning ◽

Online Survey ◽

Teacher Educators ◽

Research Question ◽

Teacher Educator ◽

Content Type ◽

Learning Practices ◽

Creative Media ◽

The Uk

Purpose This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning? Design/methodology/approach The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected. Findings Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recommend future directions for research and development. Research limitations/implications This study underlines our contention that teacher educators struggle to exploit the entire range of mobile pedagogical approaches. The findings suggest that teacher educators are cautiously exploring the potential for online collaboration mediated through mobile devices, but have not yet fully grasped the opportunities to design tasks which exploit (and model) the personalised nature of m-learning. The limitations of the study include the size of the sample (46), its self-selected nature and its bias towards Australian and the UK respondents. Practical implications In response to the issues raised in this paper, the authors are developing a mobile learning toolkit (www.mobilelearningtoolkit.com) for teacher educators. Originality/value There is a scarcity of m-learning studies in teacher education exploring pedagogical insights, and the views of teacher educators themselves are often absent.

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