Evrim Baran: Evaluating Educational Mobile Apps with Preservice Teachers
Recent interest in integrating mobile apps into teaching will continue growing. There remains, however, a pressing need to develop methods and resources to support and educate preservice teachers about the use of these technologies. This study aimed to examine preservice teachers’ criteria for evaluating educational mobile apps. 19 fourth year preservice teachers, who studied math, science, English, and computer education at a public university, participated to the research. During the usability tests, the preservice teachers were asked to evaluate the affordances and limitations of selected educational mobile apps from their particular subject domains. Their interactions with and evaluations of the mobile apps were collected through think-aloud sessions and interviews. Qualitative analysis revealed preservice teachers’ evaluation criteria in five categories: pedagogy, technical usability, content, connectivity, and contextuality. The results point to recommendations for future research on evaluating the capabilities of existing mobile apps with key players such as in-service and preservice teachers.
Murillo Wilstermann, Isabel; Oesterle, Mareike: The use of mobile technologies for teacher training processes
Approaching the question ”What works best?” (Hattie 2009) the VEO App is a mobile instrument aimed to improve the quality of teaching and learning using new technologies to support initial teacher training and continuing professional development (CPD). The App was developed for video-based classroom observation and builds on work undertaken by the Newcastle University and an ongoing Erasmus+ project. Some of the advantages of VEO are: a) video tagging, which makes it possible to capture key moments of teaching practice (e.g. questions, classroom management or assessment strategies) to facilitate later discussion and feedback through direct access to those tagged moments; b) the possibility to save examples of practice, which can be shared in professional communities; and c) the opportunity to demonstrate professional skills and teaching progress which foster autonomy as well as cooperative continuous learning. While VEO has features that could benefit teacher training and CPD, its use poses new challenges and risks that should be addressed and discussed. Through different perspectives of an interuniversity team, this Discussion Group aims to introduce the VEO App as a possible instrument for CDP and based on this, intends to initiate an open discussion between the participants about the use of mobile technologies in their particular educational settings.
Keywords: mobile technologies; teacher training; continuing professional development; video enhanced observation; interdisciplinary approach; feedback
STRAND B
Cat Scutt & Andy Perryer: Let me Google that for you, miss: how is ubiquitous access to the internet changing the role of the teacher?
In this interactive workshop, participants will explore the ways knowledge, education and teachers are perceived in the digital age by researching, debating and sharing perspectives around the following key questions?
How is ubiquitous internet access changing the workplace and the skills and knowledge employers value?
What impact does this have on how and what we teach our students? What value should we place on factual knowledge and recall? Are our forms of assessment lagging behind?
How does this all affect the role of the teacher? Do teachers feel their subject knowledge is under threat? What implications does this have for teacher training, recruitment and CPD?
This session will be modelled on the pedagogical approaches it introduces, enabling participants to investigate and experience a range of ideas through hands-on activities, discovery and discussion - both face-to-face and online. Teachers and other education practitioners will build and share understanding of issues around teacher identity and the role of technology in the classroom - as well as honing their Google-fu!
Tobias Ruhtenberg: Interactive mobile presentations
Normally the use of a presentation software such as Power Point is the most common way of sharing a presentation with a class. This kind of software doesn´t give the teacher many possibilities to interact with the student and is mostly a teacher centred teaching method.
To develop some new approaches to activate the students, I have tried to use different tools which I want to demonstrate. One of the most interesting tools is Nearpod. With the help of Nearpod I can create interactive lessons and also use the tool for assessment. With Nearpod the students use their own digital devices, the presentation is projected on their own devices’ screens. The student can interact during the presentation in different ways.
The use of Nearpod and other similar digital tools together with students, can easily be adapted within the iPac framework. It´s an example of how realistic use of tools gives the student an insight of how mobile devices can be used for personalisation of learning material and also for collaborative learning environments.
Another useful application is Socrative. Socrative is a respond system for visualizing the students understanding. The participants are requested to download Nearpod and Socrative to their mobile devices.
STRAND C
Alice Flores: Literacy Complexities and Mobile Technology
In 2009 CalStateTEACH began establishing innovative summer programs to provide alternative teacher training based on a model that does not require a master teacher, to optimize the summer learning regression that often occurs when children have an extended summer vacation period. The summer programs, referred to as Literacy Lab Schools because each program included a focus on literacy, (including literacy in coding, engineering and animation) incorporated 21st Century knowledge and skills and were based on advances in cognitive sciences. They also optimized the use of technology as a tool for learning and assessment. This is a strategy for reducing the digital divide across distinctly different urban and rural partner districts. It also allows faculty to introduce alternative methods of classroom teaching. Working closely with carefully selected school district partners, our goal is to provide highly qualified teachers to the public/private schools particularly in urban and rural locations with well grounded skills in using technology and innovative to promote learning.
Terje Pedersen: Using social media as a virtual classroom
For the last year two classes from Rothaugen have been using Facebook and Twitter to create a virtual classroom, where the students can engage in discussions with time witnesses and experts in topics like Holocaust, Pine Ridge Reservation and the Juvenile prison system in the US.
At the conference it will be shown practical examples from the classroom and explained how this has changed his teaching philosophy and what knowledge and skills he has seen that his students have gained from this experience.
STRAND D
Ross Andersen: Using the Adobe Spark suite of apps This workshop will be a practical hands on look at the Adobe Spark suite of online apps and tools with specific focus on using Adobe Spark Video. These tools allow teachers and students to create rich and engaging online content that can be used for assessment, blended and flipped learning. This workshop is suited to participants from beginners to experts with all participants having the opportunity to create visual and engaging videos that can be used as part of Blended and Flipped Learning.
The Digital Technologies and Mobile Learning Network serves to support the enhancement of teaching and learning across the University of Hull Federation of Colleges, addressing the needs of teaching staff, students and researchers interested in exploring the use of mobile technologies in education.
The network currently consists of ten Further and Higher Education partner institutions spread across the Humber and Yorkshire region. This presentation showcases some of the partners work in supporting staff in exploring and developing new pedagogical applications mediated through the use of mobile technologies.
Jon Hoem: Locative Storytelling in Sound
This workshop will let the participants explore and get insight in the production of a Sonic Augmented Reality installation at Bergen University College’s premises. The workshop will be in three parts:
An introduction to Sonic Augmented Reality: technology and considerations that has to be taken from the content creator’s perspective.
A field test where the participants are able to test a concrete implementation.
Summing up and discussing the technology’s potential for various mobile, locative applications
RESEARCH PAPERS
STRAND E
Ross Anderson: The Digital Technologies and Mobile Learning Network
The Digital Technologies and Mobile Learning Network serves to support the enhancement of teaching and learning across the University of Hull Federation of Colleges, addressing the needs of teaching staff, students and researchers interested in exploring the use of mobile technologies in education.
The network currently consists of ten Further and Higher Education partner institutions spread across the Humber and Yorkshire region. This presentation showcases some of the partners work in supporting staff in exploring and developing new pedagogical applications mediated through the use of mobile technologies.
Jon Hoem and Sarah Hoem Iverson: Publishing Hypertext Narratives for Mobile Phones
This paper discusses students’ collaborative writing of a hypertext narrative for mobile devices. The study is done with students at Bergen University College. The paper gives an introduction to the general functions of hypertext narratives. We then present the specific case study: the production process and the final collaboratively written hypertext. We finally discuss the results, findings and the students' feedback from the production process
STRAND F
Emma Asprey: Critical Reflection in on-line learning in Initial Teacher Education
In my PhD research, I am exploring:
the nature of critical reflection within the use of online, shared documents, including progression towards critical reflection;
the features of these tools that facilitate critical reflection and potential barriers;
the ways in which online, shared documents can be used by trainees and tutors to maximise their impact on the development of critical reflection.
In this research paper, I will share the themes that are emerging from the data at the early stages of my PhD research. This investigation will focus on the specific ways in which online, shared documents between trainees and tutors can contribute to the development of critically reflective practices. The participants are trainees and tutors on the Primary and Early Years PGCE at Bath Spa University, using an online Professional Learning and Practice Portfolio, currently created using Google Drive. The portfolio only requires a browser for access and can be made available offline, so is available on mobile devices in different locations. It has the wider purpose of supporting professional development throughout the ITE programme and beyond.
Anbjørg Igland and Dr Amanda Naylor: respond, reimagine, remix, recognise - iPads and poetry
This paper will present the process and outcomes of a collaborative project between Norwegian school students and English subject specialism teacher trainees, writing ePoetry using mobile technology. The definition of ePoetry used for this collaboration was derived from Leonardo Flores´ work (http://iloveepoetry.com/?p=11968), interpreted for these students as ‘Respond, Reimagine, Remix, Recognise’. The work was based on Shakespeare’s Sonnets and designed to incorporate the key processes of ‘m-learning’ of collaboration, personalisation and authenticity (Burden & Kearney, 2016).
The aim of the project was to facilitate a collaborative process between teacher trainees and students, using mobile technology, that moved from a classroom setting with some content input, into a completely autonomous, independent setting to enable students to create a new piece of digital poetry. The work was based on Shakespeare’s Sonnets and designed to support English subject development for the teacher trainees and the Norwegian students.
This paper will present the project design and its relation to Burden and Kearney’s IPAC model of mobile learning (2016) as well as an analysis of the ePoetry produced by the students, to discuss in what ways the use of mobile devices enhanced the students’ learning experience and their interaction with Shakespeare’s Sonnets, to produce e-Poetry of their own.
Richard Baldwin: Using videopapers in teacher training education
The paper presents the opinions of two groups of student teachers on their experience of using videopapers in teacher training education. Videopapers are multimedia documents that integrate and synchronise video, images and text in one non-linear, cohesive document (Nemirovsky et al 2005). Videopapers were introduced into the students’ education based on the belief that they can support the student teachers’ reflective processes. Opinions from student teachers were gathered from comments made in the videopapers themselves as well as in an online questionnaire that the students filled in after they had written, presented and discussed their videopaper. The students’ reaction to using the videopaper as a method of reflection was overwhelmingly positive. All of the students felt that working with videopapers had led to increased reflection on their professional practice. These findings reflect previous findings made by Almås and Krumsvik (2008) and Smith and Krumsvik (2007) amongst others. The paper concludes that the use of videopapers can create a means of bridging the gap between theory and practice. They can enable student teachers to reflect more deeply and overtly on their practice and articulate tacit knowledge which otherwise can be difficult to articulate.
STRAND G
Donald D. Matthews: Why Teach Animation? [Discussion Group]
There are many reasons to include animation into the repertoire of 21st century teachers. Animation can be seen as both a motivational strategy that leads to higher levels of engagement and an instructional strategy that facilitates knowledge creation and transfer. What is also very exciting about animation is that it is capable of enhancing attention, motivation and promoting self-regulation and goal setting behavior leading to positive learning outcomes and products. A meta-analysis conducted by Höffler & Leutner, (2007) found an overall positive effect when comparing the use of animation over static pictures. Schnotz & Rasch (2005) connect animation to cognitive processing suggesting that animations can provide additional information that cannot be displayed in still pictures by helping learners build mental models making cognitive processing easier. Chan and Black (2005) point out that learners need to construct a conceptual understanding of a concept or idea that will promote comprehension and learning. Cognitive effort may be reduced with animation through the use of perceptual processes without overburdening cognition (Zhang & Norman, 1994). Learning can be further enhanced by adding narration to animation to increase its effectiveness in facilitating the acquisition of new information (Mayer, 2001). Animation helps students become intrinsically motivated, engaged in and able to sustain goal-oriented behavior resulting in positive learning outcomes and products. Animation is a 21st century teaching and learning tool that makes learning accessible and exciting for both students and teachers.
Dr. Connie Etieno Davidson: Fast Paced Dance- Integration of Mobile Devices in a Hybrid Teacher Preparation Program
Mobile recording devices have made real time Clinical Supervision a reality that enhances the candidate learnings and provides immediate response regarding performance. This CalStateTEACH Action Research project, demonstrates how using these devices enable more immediate and meaningful formative assessment and a concrete platform for the candidate’s reflective analysis. This assessment also provides a meaningful catalog of experience and feedback. This session will inform participants about the evolution of this research, initiated September 2015, and the results and modifications. The learnings are based on student feedback and academic results which includes using mobile learning to incorporate real-time audio feedback. Using the iPad or other hand-held mobile device to conduct video observations in real time or for viewing at another time, allows candidate to use the video annotation tool adding depth to the candidate's overall reflective analysis. Using the mobile learning device(s) then allows for individualized tutorial support, using cognitive coaching strategies, lesson revisions and opportunities to reteach. Another component of this experience is to broaden the use of the candidates digital toolbox, encouraging the use of YouTube, google platforms, animation, iMovie for creating and edition video, screen casting, and live binder. Participants are challenged to implement their own action research using mobile devices and then to share findings as a means of improving the experience and influencing candidate pedagogical growth that is fast paced and integrated.
STRAND H
Tae Rim Lee: How can Mobile Learning best be used for Open & Distance Learning?
Korea National Open University had been utilized one-way instructional delivery system during the history of distance education from 1972. The isolation of students in their learning is the most important problem to solve in this one-way mode. ICT application like e-Learning or m-Learning is an alternative instructional model that makes available student to have more interaction with their instructor and peer, is more accessibility to multimedia learning resources than the traditional delivery system. The e-Learning system which is used for online graduate school for distance education has improved the lack of two-way communication and repetition, the main weakness of the existing media, TV, radio and written text.
From December 2008 KNOU kick off the mobile learning system under the MOU with Korean Telephone Company. The m-Learning could become a normal educational media of open and distance learning for lifelong education and self-directed learning at KNOU. The Mobile learning and ubiquitous learning system for distance education that anyone who wants to study could study anywhere, anytime with the internet and multimedia system.
Internationally KNOU was assigned as the coordinator of e-ASEM network under the research theme, "ICT skill, e-Learning and the culture of e-Learning in Lifelong Learning", the project team, therefore, plans to establish an online community for sharing ICT skill- and e-learning-related education and research among the ASEM LLL member countries.
Prof Dr hab C Eng Janusz Szpytko: Mobile technologies, from education to today and future business practices case study
Digitization of human life starts getting more involve the profession (digital industry), is a way of daily life and communication between people in the digital space, which is more strongly correlated with real space, is also the source of relevant information and knowledge necessary for the functioning of the human. The digital revolution rapidly enter into the daily life of man, opens up new possibilities in various areas of human activity, it is also a source of new inspirations and technical solutions focused positively on the creative possibilities of man and mobility. But it is also a source of specific risks in terms of local and global dimensions (globalization).
As a result of the general analysis of our environment we can formulate the key questions: If today society in the early twenty-first century is prepared for the digitization of their lives in terms of support vital needs of human?; Is the today modern multi-stage process of human education (both young and economically active) corresponds to the digital revolution and is in this area correct
Mobile technologies used in educational settings such as schools, colleges and universities are playing today more and more importance for both educational process, as well as for teaching the engineering practice and others. It is also very today importance to prepare youth to use both real and digital tools for today life and for business type activities. Mobile technologies are a part of professional activities into both real and virtual layers. In this context, the use of mobile technology should be considered in several aspects: Mobile technologies as tools used by teachers into education process; Education context via used mobile technologies as tools into the teaching process; Pedagogical aspect of education process with use the mobile based tools and digital based technology.
The paper will be discussing the mobile technologies for use into education and into today and future business practices. Several case studies focusing on engineering aspects will be discussed.