Supporting Pre-Service Teachers' Understanding and Use of Mobile Devices

Abstract

The use of mobile devices to support learning is increasing in schools and universities. This increase is having an impact on the types of pedagogies that are supporting learning. This chapter explores the use of mobile devices to support pre-service teachers' professional learning. A constructivist framework is used as a critical lens in conjunction with Howland, Jonassen and Marra's (2012) ‘meaningful learning' framework. Additionally, the notions of teacher training about and with mobile learning as described by Baran (2014) are drawn upon to help in understanding the field. The chapter begins with an exploration on-campus learning followed by learning in schools and finally, aspects of on-line learning.

The affordances of iPads for pupils, teachers and teacher educators in the documentation of visible learning and teaching

“…First-year preservice teachers 'are just beginning their academic training, and therefore they lack both the professional experience and a solid theoretical foundation about their teaching role' (Sánchez-Prieto et al 2019:161), making it difficult to contextualise an ICT literacy programme that should prepare them for teaching. Most of these students have not used the technologies as educational resources (Maher 2018) and they therefore are in the Knowledge Acquisition Phase (UNESCO 2018a). While they might not have 'actual professional experience when they begin their training, they do have an idea of what teaching is and what they consider good practices' (Sánchez-Prieto et al 2019:161).…”

The missing links in South Africa’s quest for pedagogical integration of ICTs in schools: Implications for e-education and initial teacher education

“…First-year preservice teachers 'are just beginning their academic training, and therefore they lack both the professional experience and a solid theoretical foundation about their teaching role' (Sánchez-Prieto et al 2019:161), making it difficult to contextualise an ICT literacy programme that should prepare them for teaching. Most of these students have not used the technologies as educational resources (Maher 2018) and they therefore are in the Knowledge Acquisition Phase (UNESCO 2018a). While they might not have 'actual professional experience when they begin their training, they do have an idea of what teaching is and what they consider good practices' (Sánchez-Prieto et al 2019:161).…”

Microsoft Excel: A promising tool for teaching basic descriptive statistics in initial teacher-training institutions

“…First-year preservice teachers 'are just beginning their academic training, and therefore they lack both the professional experience and a solid theoretical foundation about their teaching role' (Sánchez-Prieto et al 2019:161), making it difficult to contextualise an ICT literacy programme that should prepare them for teaching. Most of these students have not used the technologies as educational resources (Maher 2018) and they therefore are in the Knowledge Acquisition Phase (UNESCO 2018a). While they might not have 'actual professional experience when they begin their training, they do have an idea of what teaching is and what they consider good practices' (Sánchez-Prieto et al 2019:161).…”