Investigating and critiquing teacher educators’ mobile learning practices

Burden, KJ; Kearney, M

Investigating and critiquing teacher educators’ mobile learning practices

Burden, KJ Kearney, M

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Publication Type:: Journal Article
Citation:: Interactive Technology and Smart Education, 2017, 14 (2), pp. 110 - 125
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Burden, KJ	en_US
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.date.available	2020-05-25T19:16:36Z
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Interactive Technology and Smart Education, 2017, 14 (2), pp. 110 - 125	en_US
dc.identifier.issn	1741-5659	en_US
dc.identifier.uri	http://hdl.handle.net/10453/115879
dc.description.abstract	© 2017, © Emerald Publishing Limited. Purpose: This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning? Design/methodology/approach: The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected. Findings: Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recommend future directions for research and development. Research limitations/implications: This study underlines our contention that teacher educators struggle to exploit the entire range of mobile pedagogical approaches. The findings suggest that teacher educators are cautiously exploring the potential for online collaboration mediated through mobile devices, but have not yet fully grasped the opportunities to design tasks which exploit (and model) the personalised nature of m-learning. The limitations of the study include the size of the sample (46), its self-selected nature and its bias towards Australian and the UK respondents. Practical implications: In response to the issues raised in this paper, the authors are developing a mobile learning toolkit (www.mobilelearningtoolkit.com) for teacher educators. Originality/value: There is a scarcity of m-learning studies in teacher education exploring pedagogical insights, and the views of teacher educators themselves are often absent.	en_US
dc.relation.ispartof	Interactive Technology and Smart Education	en_US
dc.relation.isbasedon	10.1108/ITSE-05-2017-0027	en_US
dc.title	Investigating and critiquing teacher educators’ mobile learning practices	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	14	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	0801 Artificial Intelligence and Image Processing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	14	en_US

Abstract:

© 2017, © Emerald Publishing Limited. Purpose: This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning? Design/methodology/approach: The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected. Findings: Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recommend future directions for research and development. Research limitations/implications: This study underlines our contention that teacher educators struggle to exploit the entire range of mobile pedagogical approaches. The findings suggest that teacher educators are cautiously exploring the potential for online collaboration mediated through mobile devices, but have not yet fully grasped the opportunities to design tasks which exploit (and model) the personalised nature of m-learning. The limitations of the study include the size of the sample (46), its self-selected nature and its bias towards Australian and the UK respondents. Practical implications: In response to the issues raised in this paper, the authors are developing a mobile learning toolkit (www.mobilelearningtoolkit.com) for teacher educators. Originality/value: There is a scarcity of m-learning studies in teacher education exploring pedagogical insights, and the views of teacher educators themselves are often absent.

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http://hdl.handle.net/10453/115879