Developing mobile learning practices through teacher education

PurposeThis paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs anal...

Full description

Saved in:
Bibliographic Details
Published in:Interactive technology and smart education 2016-04, Vol.13 (1), p.36-51
Main Authors: Passey, Don, Zozimo, Joana
Format: Article
Language:English
Subjects:
CAI
Children & youth
Classrooms
Communication
Computer assisted instruction
Curricula
Distance learning
Educational Environment
Educational Needs
Electronic devices
Learning
Learning Activities
Legislation
Literature reviews
Pedagogy
Pilot training
Schools
Teacher education
Teachers
Teaching
Teaching Methods
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:PurposeThis paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners.Design/methodology/approachEvidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use.FindingsFindings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period.Social ImplicationsUses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice.Originality/valueTeachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.
ISSN:1741-5659
1758-8510
DOI:10.1108/ITSE-01-2016-0002