A case study of mobile learning in teacher training - MENTOR ME (Mobile Enhanced Mentoring).

Autor/in	Cushing, Adele
Titel	A case study of mobile learning in teacher training - MENTOR ME (Mobile Enhanced Mentoring).
Quelle	In: MedienPädagogik, (2011) 19, S. 1-14Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1424-3636
DOI	10.21240/mpaed/19/2011.06.06.X
Schlagwörter	Fallstudie; Medienkompetenz; Curriculum; Lehrer; Lernen; Mobilität; Schüler; Training; London; Pilotprojekt; Fallstudie; Lehren; College; Mentor; Medienkompetenz; College; Lehrer; Schüler; Lernen; Lehren; Peer Group; Curriculum; Mobilität; Training; Mobiles Gerät; Mentor; London
Abstract	With announcements such as "more than half the world own a cell phone" (Lefkowitz, 2010) plus the convergence of multi-media elements in handsets, it is perhaps not surprising that education is calling for an increased use of mobile phones to support learning (Hartnell-Young & Heym, 2008). Phone use will contribute to cost efficiencies by subsidising IT budgets (Yorston, 2010) and support personalised learning and students' underpinning knowledge. However, the reality is often 'blanket bans' on mobiles in schools (Hartnell-Young & Heym, 2008) due to teaching staff who are nervous of possible disruption and uncertain of pedagogic application. MENTOR ME (Mobile Enhanced Mentoring) was a pilot project with 20 teacher training students at Barnet College, North London. The limited time available to mentors and trainee teachers to engage in mentoring was solved by providing all students and mentors with email-activated mobile phones for ease of communication and support, facilitating situated learning (Naismith et al., 2004). Face-to-face meetings were partially replaced by capturing students' formal and informal learning with mobile functionality. This was shared with peers, tutors, mentors and lesson observers to further improve the mentoring and teaching experience. Self-reflection, peer assessment, peer support and idea-sharing contributed to improving trainees' practice and employability. In addition, teachers' confidence and ability in using technology improved, particularly in supporting learning and underpinning knowledge. The success of this project has influenced the organisation to adopt mobile learning across the curriculum by facilitating student use of personal devices. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/1