國立虎尾科技大學 |

Teacher Educators' Pedagogical Practices for Mobile Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Educators' Pedagogical Practices for Mobile Learning./
Author:	Phelan, Karen.
Description:	1 online resource (115 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369599848

Teacher Educators' Pedagogical Practices for Mobile Learning.
Phelan, Karen.

Teacher Educators' Pedagogical Practices for Mobile Learning. - 1 online resource (115 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

Teacher educators are responsible for preparing preservice teachers to meet the demands of the K-12 classroom. The use of technology in K-12 classrooms, particularly mobile technology such as cell phones and tablets, is becoming increasingly common as a means of facilitating the teaching and learning process. Since mobile learning is an evolving strategy, teacher educators must acquire the knowledge necessary to adequately prepare preservice teachers to use such technology in their future classrooms. The problem was that an understanding of the specific pedagogical practices for mobile learning by proficient teacher educators was needed. The purpose of this research project was to examine how teacher educators who are proficient with mobile learning demonstrate pedagogical practices in the preparation of preservice teachers. This research utilized qualitative methodology to examine the specific pedagogical features of authenticity, collaboration, and personalization. A multiple case study design was used to examine the practices of seven teacher educators from accredited teacher preparation programs in the mid-Atlantic region. Data sources included a semi-structured interview and a document review with each study participant. The instructional practices identified in the data included using mobile tools; using mobile technology in K-12 settings; accessing information; communicating; meeting virtually; giving students choices; and reviewing course content. The main pedagogical themes identified in the data were building student competence; preparing students for the teaching profession; modeling good instruction; supporting students; developing metacognitive skills; and promoting student ownership of their learning. One recommendation from this study was for teacher educators to selectively evaluate and adopt appropriate pedagogical strategies for mobile learning with preservice teachers. The second recommendation of this study was for teacher educators to regularly model and integrate mobile learning tasks in teacher preparation programs. Continued research topics include using a more diverse participant sample and investigating pedagogical practices beyond authenticity, collaboration, and personalization.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369599848Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Educators' Pedagogical Practices for Mobile Learning.
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502 $a Thesis (Ed.D.)--Northcentral University, 2017.
504 $a Includes bibliographical references
520 $a Teacher educators are responsible for preparing preservice teachers to meet the demands of the K-12 classroom. The use of technology in K-12 classrooms, particularly mobile technology such as cell phones and tablets, is becoming increasingly common as a means of facilitating the teaching and learning process. Since mobile learning is an evolving strategy, teacher educators must acquire the knowledge necessary to adequately prepare preservice teachers to use such technology in their future classrooms. The problem was that an understanding of the specific pedagogical practices for mobile learning by proficient teacher educators was needed. The purpose of this research project was to examine how teacher educators who are proficient with mobile learning demonstrate pedagogical practices in the preparation of preservice teachers. This research utilized qualitative methodology to examine the specific pedagogical features of authenticity, collaboration, and personalization. A multiple case study design was used to examine the practices of seven teacher educators from accredited teacher preparation programs in the mid-Atlantic region. Data sources included a semi-structured interview and a document review with each study participant. The instructional practices identified in the data included using mobile tools; using mobile technology in K-12 settings; accessing information; communicating; meeting virtually; giving students choices; and reviewing course content. The main pedagogical themes identified in the data were building student competence; preparing students for the teaching profession; modeling good instruction; supporting students; developing metacognitive skills; and promoting student ownership of their learning. One recommendation from this study was for teacher educators to selectively evaluate and adopt appropriate pedagogical strategies for mobile learning with preservice teachers. The second recommendation of this study was for teacher educators to regularly model and integrate mobile learning tasks in teacher preparation programs. Continued research topics include using a more diverse participant sample and investigating pedagogical practices beyond authenticity, collaboration, and personalization.
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