Mobile learning in pre-service teacher education: Examining the use of professional learning networks

  • Matthew Kearney University of Technology, Sydney (UTS)
  • Damian Maher University of Technology, Sydney (UTS)
Keywords: mobile learning, teacher education, professional learning

Abstract

Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers’ professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

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Author Biography

Matthew Kearney, University of Technology, Sydney (UTS)

Kearney is an Associate Professor in the area of ICT in Education. His scholarly interests focus on innovative technology-based learning in K-12 and teacher education contexts (see full list of Kearney's publications). He has led or participated in numerous funded research projects investigating pedagogical practices with emerging learning technologies. He is currently a chief investigator on an ARC Discovery Grant, Optimising Mobile Learning in Maths and Science; and also part of an Erasmus+ funded project, Mobilising and Transforming Teacher Education Pedagogies, exploring the use of mobile technologies in teacher education. Kearney has worked full-time in Education for 30 years. He has been a staff member in UTS: Education and the Faculty of Arts and Social Sciences since joining UTS in March 1999. 

Published
2019-03-21
Section
Articles