Mobile Learning in Teacher Education: Insight from Four Programs That Embraced Change

Autor/inn/en	Burke, Diane M.; Foulger, Teresa S.
Titel	Mobile Learning in Teacher Education: Insight from Four Programs That Embraced Change
Quelle	In: Journal of Digital Learning in Teacher Education, 30 (2014) 4, S.112-120 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2014.927208
Schlagwörter	Electronic Learning; Teacher Education; Teacher Education Programs; Private Colleges; Educational Change; Case Studies; Interviews; Educational Technology; Curriculum Development; Student Teacher Supervisors; Educational Innovation; Handheld Devices; Decision Making; Institutional Characteristics; Motivation; Technology Integration; Massachusetts; North Carolina; Tennessee; Virginia + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Privathochschule; Bildungsreform; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Unterrichtsmedien; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Decision-making; Entscheidungsfindung; psychologische; Motivation (psychologisch); Master-Studiengang
Abstract	Access to and use of mobile technologies are growing exponentially. The authors of this study identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK-12 classrooms. In-depth interviews were conducted with a representative from each institution in order to determine the factors that influenced their ability to change their educational technology curriculum to include teaching about mobile devices. The interviews revealed that an institutional commitment to innovation, a belief in the importance of being on the cutting edge, and expectations from local school districts were important motivators for change. Leadership and vision, institutional and administrative support, and the expectation that all faculty members participate in the implementation of the curriculum were important internal characteristics for success. Finally, increasing faculty knowledge about mobile technologies, funding, and finding the correct developmental and instructional approaches were identified as challenges by these institutions. The findings herein are shared with the intention of triggering conversations about adopting mobile technologies in teacher education curriculum and stimulating further research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01