MOTUS goes to Africa: mobile technologies to increase sustainability of collaborative models for teacher education

2006 ◽  
Author(s):  
G. Mayende ◽  
M. Divitini ◽  
O. Haugalokken
Keyword(s):  
Teacher Education ◽  
Mobile Technologies ◽  
Collaborative Models

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

2015 ◽  
pp. 195-219 ◽  
Author(s):  
Cornelis de Groot ◽  
Jay Fogleman ◽  
Diane Kern
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Learning Environments ◽  
Student Teaching ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Teaching Experiences ◽  
Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

Mobile Technologies in Teacher Education

2014 ◽  
pp. 137-151 ◽  
Author(s):  
Jan Herrington ◽  
Nathaniel Ostashewski ◽  
Doug Reid ◽  
Kim Flintoff
Keyword(s):  
Teacher Education ◽  
Mobile Technologies

scholarly journals Doing Things Differently: Responding to the 'policy problem' of Teacher Education in Wales

2020 ◽  
Vol 22 (1) ◽  
pp. 85-112
Author(s):  
Trevor Mutton ◽  
Katharine Burn
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Policy Analysis ◽  
Teacher Learning ◽  
Student Teacher ◽  
Integrated Approach ◽  
Initial Teacher Education ◽  
Policy Problem ◽  
Collaborative Models ◽  
Text Production

Responding to a clear justification for the reform of initial teacher education (ITE) in Wales (Furlong, 2015) the Welsh government has committed itself to strengthening provision through 'a truly collaborative system, where universities and schools work in robust partnership, supported by the consortia, recognising the importance of research' (Williams, 2017: 1). The publication of the national criteria for the accreditation of ITE programmes in Wales (Welsh Government, 2017) set out the requirements for all ITE programmes, emphasising the need for an integrated approach to student teacher learning within collaborative models which are research-informed at all levels. Using Vidovich's (2007) dynamic model of policy analysis, which takes into account influences on policy text production at the macro, intermediate and micro levels, the paper examines the process by which these particular reforms (covering a six-year period from 2013 to 2019) have been proposed and set in motion and the ways in which recently-accredited providers in Wales have begun to respond to the challenging agenda that they represent. The paper concludes by offering a view as to what the opportunities and challenges for ITE providers in Wales might be in terms of further developing models of research-informed clinical practice.

scholarly journals The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback

2018 ◽  
Vol 10 (2) ◽  
pp. 36-49 ◽  
Author(s):  
Sercan Çelik ◽  
Evrim Baran ◽  
Olcay Sert
Keyword(s):  
Teacher Education ◽  
Mobile App ◽  
Mobile Technologies ◽  
Video Observation ◽  
Teacher Observation ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Education Programs ◽  
Certificate Programs ◽  
Observation Methods

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

2018 ◽  
pp. 889-913 ◽  
Author(s):  
Cornelis de Groot ◽  
Jay Fogleman ◽  
Diane Kern
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Learning Environments ◽  
Student Teaching ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Teaching Experiences ◽  
Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

scholarly journals Mobile learning in pre-service teacher education: Examining the use of professional learning networks

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Matthew Kearney ◽  
Damian Maher
Keyword(s):  
Teacher Education ◽  
Mobile Devices ◽  
Professional Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Initial Teacher Education ◽  
Mobile Technologies ◽  
Learning Approaches ◽  
Learning Networks

Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers’ professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

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