Mobile Learning Practices in Initial Teacher Education: Illustrations from Three Teacher Educators
Abstract: Teacher education programmes are being challenged to prepare preservice teachers who are competent in the use of digital technologies. Although much emphasis is on effective integration of mobile technologies into teacher preparation, little is known of how teacher educators introduce such innovative teaching techniques. This research study is set in New Zealand context and explores mobile pedagogical practices teacher educators used in their courses across multiple preservice programmes within one university. The study adopted a mixed-methods, case-study design. This paper describes how three teacher educators used mobile technologies to prepare preservice teachers for 21st century classrooms. Findings reveal that these teacher educators are adapting new pedagogies so that mobile technologies are used in authentic and creative ways to enhance meaningful learning which are likely to transfer to K-12 contexts. This study informs the integration of mobile learning into the preservice teacher education curriculum.
Presider: Kathleen Klinger, National University