Student Teacher Reflection
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IntroductionThe participants in this scenario are undergraduate pre-service teachers at an Australian University completing ICT in Education subjects. This scenario considers their use of mobile devices to support individual reflection, before analysing these activities using the Gibbs (1988) model of reflection (from 10.03 mark in video), and using the iPAC framework (from 12:33 mark in video). See also Credits and Resources for this video case.
Objective of this scenario:
The main objective for the pre-service teachers is to explore and develop new understandings of teaching by reconsidering what they learn in practice.
Description of the learning scenarioThe pre-service teachers use mobile devices to support their reflective learning in two ways: a) through multi-modal journaling; b) using (personal) digital storytelling. The mobile activities are examined using the Gibbs (1988) model before an analysis of how the Authenticity dimension of the MPF is enhanced.
Impact of the learning scenario on studentsThe pre-service teachers used their mobile devices to mediate and enhance the reflection process. They recapture, think about and evaluate their experiences to support deeper learning and bridge theory with practice.
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Evernote, iMovie
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How could this scenario be extended?Though the tools used may change (e.g. OneNote instead of Evernote for reflective journalling), the underpinning strategies would remain. For example, the key strategy of student teachers using their self-generated multimedia artifacts to revisit their key learning experiences (addressing associated emotions) before analysis. Another aspect that could be explored further is use of apps supporting 'co-reflection' or group reflective processes.
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