Abstract: This study examines the mobile pedagogical practices of teacher educators. It uses data from an international survey that elicited information about how they were using distinctive mobile pedagogical features in their task designs. Findings indicated high ‘self ratings’ of features of authenticity (setting, tool and task) and healthy perceptions of generativity and sharing, often involving media production apps. Fewer tasks reported by the teacher educators involved high levels of online, networked collaborations or strong features of personalisation (agency and customisation). In light of these findings, we discuss the development of a mobile learning toolkit for teacher educators to help address their professional development needs evident in the study. This toolkit will help teacher educators develop stronger theoretical understandings of mobile pedagogies through the inclusion of multimedia case scenarios to illustrate and contextualise exemplary practices. It will also encourage them to include students in their own m- learning task evaluations, and provide them with an app evaluation rubric that emphasises the contextualised use of specific apps.
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