Teacher Development, Support, and Training with Mobile Technologies

Preparing teachers to integrate iPads into the classroom requires designing professional development that supports teacher knowledge development as well as the development of a teacher as metacognitive. In this chapter, the authors describe training and support that builds teachers' development of a Metacognitive Technological Pedagogical Framework (M-TPACK) for integrating iPads. The professional development emphasizes the metacognitive teacher with positive dispositions towards technology integration as a key factor in ensuring that teachers implement knowledge of content, technology, pedagogy, and students. Finally, this chapter presents authentic and relevant examples for teacher development with mobile technologies.

Teacher Development, Support, and Training with Mobile Technologies

Preparing teachers to integrate iPads into the classroom requires designing professional development that supports teacher knowledge development as well as the development of a teacher as metacognitive. In this chapter, the authors describe training and support that builds teachers' development of a Metacognitive Technological Pedagogical Framework (M-TPACK) for integrating iPads. The professional development emphasizes the metacognitive teacher with positive dispositions towards technology integration as a key factor in ensuring that teachers implement knowledge of content, technology, pedagogy, and students. Finally, this chapter presents authentic and relevant examples for teacher development with mobile technologies.

Teacher Development, Support, and Training with Mobile Technologies

Preparing teachers to integrate iPads into the classroom requires designing professional development that supports teacher knowledge development as well as the development of a teacher as metacognitive. In this chapter, the authors describe training and support that builds teachers' development of a Metacognitive Technological Pedagogical Framework (M-TPACK) for integrating iPads. The professional development emphasizes the metacognitive teacher with positive dispositions towards technology integration as a key factor in ensuring that teachers implement knowledge of content, technology, pedagogy, and students. Finally, this chapter presents authentic and relevant examples for teacher development with mobile technologies.

Teacher Knowledge Development in Early Field Experiences

Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.