Student Teachers learning ABOUT m-learning
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Focus: Personalisation |
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IntroductionThis scenario considers pre-service teachers learning about, as distinct from with, mobile learning (Baran, 2014). Teacher education about mobile learning involves student teachers learning how to integrate mobile devices into their own prospective school teaching. These teacher education activities are then examined (from 11:34 mark in video) using the Mobile Pedagogy Framework (iPAC) with a particular focus on Personalisation. (See also Credits and Resources for this video case)
Objective of this scenarioThe main objective is for pre-service teachers to develop their understanding of mobile learning principles and pedagogies, and become aware of transformational learning opportunities with mobile devices.
Description of the learning scenarioIn this scenario, pre-service primary (elementary) teachers at an Australian university are studying a foundational Educational Technology subject designed to ‘push boundaries’ with new digital pedagogies. A key preliminary on-campus session is devoted to the analysis of education apps for children, making use of the iPAC app evaluation rubric from this toolkit.
Drawing on this type of introductory stimulus experience, the student teachers then examine the iPAC framework to consider distinctive mobile pedagogies, checking their developing understanding of the three constructs and sub-constructs. These preliminary exercises feed into two main activities: a school lesson (or task) design; or an ‘Ideas Video’ (or 'iVideo' - see Wong et al., 2007). Although pre-service teachers are learning ‘about’ mobile learning in the activities presented in this video case, there is some mobile technology-based mediation of their professional learning (or learning ‘with’ mobile devices). The dimension of Personalisation is particularly evident in these experiences. Impact of the learning scenario on studentsIn this scenario, student teachers chose and customized their own apps for note taking, reflection, and sharing ideas with peers. When designing and constructing their eBooks or iVideos, including the media capture and editing processes, they chose several apps and tailored them to their own needs and purposes, in what Stevenson et al. (2015) coined ‘app smashing’. They also enjoyed a reasonable level of autonomy over where and when they used their mobile devices for these design-based activities, often ‘crossing boundaries’ between campus-based ‘break-out spaces’ and less formal spaces on and beyond the campus. In this way, there was a high degree of agency and ownership over their activities, enhanced by the use of their own mobile devices.
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Apps for children (selected by student teachers); reflection, note-taking and media creation apps (selected by student teachers)
Camera, microphone
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How could this scenario be extended?Student teachers' school-based lesson implementations during their professional experience can now be evaluated using the teacher and student versions of the m-learning task surveys (or iPAC survey) in this toolkit. Academic supervisors or teacher mentors can also complete a survey to triangulate evaluative data.
References: Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology & Society, 17(4), 17-32. Stevenson, M., Hedberg, J., Highfield, K., & Diao, M. (2015). Visualizing Solutions: Apps as Cognitive Stepping-Stones in the Learning Process. Electronic Journal of e-Learning, 13(5), 366-379. Wong, D., Mishra, P., Koehler, M. J., & Siebenthal, S. (2007). Teacher as filmmaker: iVideos, technology education, and professional development. In M. Girod & J. Steed (Eds.), Technology in the College Classroom. (pp. 181-195). Stillwater, OK: New Forums Press. |
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