A Review of Research on Mobile Learning in Teacher Education

Autor/in	Baran, Evrim
Titel	A Review of Research on Mobile Learning in Teacher Education
Quelle	In: Educational Technology & Society, 17 (2014) 4, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Electronic Learning; Teacher Education; Qualitative Research; Statistical Analysis; Technology Integration; Theory Practice Relationship; Computer Attitudes; Computer Use; Positive Attitudes; Handheld Devices; Comparative Analysis; Trend Analysis; Educational Trends; Preservice Teachers; Faculty Development; Teacher Educators; Literature Reviews; Australia; Bangladesh; Belgium; Canada; Cyprus; Finland; Malaysia; Netherlands; Singapore; Sri Lanka; Taiwan; Tanzania; Turkey; United Arab Emirates (Abu Dhabi); United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Statistische Analyse; Theorie-Praxis-Beziehung; Trendanalyse; Bildungsentwicklung; Teacher education; Education; Australien; Bangladesch; Belgien; Kanada; Zypern; Finnland; Niederlande; Singapur; Ceylon; Tansania; Türkei; Großbritannien; USA
Abstract	Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within teacher development. The present qualitative synthesis of quantitative and qualitative research aimed to address trends and gaps observed in the literature regarding the integration of mobile learning into teacher education. Six main findings emerged: (a) there is an increasing trend in integrating mobile learning in teacher education contexts; (b) theoretical and conceptual perspectives are scarcely reported; (c) variations exist in perceptions, attitudes and usage patterns; (d) engagement with mobile learning and devices is primarily reported as being beneficial; (e) challenges were scarcely reported; and (f) several pedagogical affordances support mobile learning integration into teacher education settings. These findings have been interpreted to determine their implications on the development of mobile learning experiences in teacher education, including programmatic directions for integration and study. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10