Academic Outputs
As part of this project, we have committed to produce a collection of academic outputs including conference presentations/papers and full journal papers which are all designed to promote and enhance the credibility of the other intellectual outputs and the m-learning network itself.
In order to achieve this level of validation all of the academic outputs will be rigorously peer-reviewed by the wider academic community which will also contributed to the longer sustainability of the resources since they will be disseminated to a wider audience than might otherwise occur. They will all relate to the project outcomes and the processes of producing them and all will be available in open access outlets where ever this is feasible.
More information on the research leading to these academic outputs can be found on the research page.
Journal articles
Amanda Naylor & Janet Gibbs (2015): Using iPads as a learning tool in cross-curricular collaborative initial teacher education, Journal of Education for Teaching: International Research and pedagogy, DOI: 10.1080/02607476.2015.1081718
"Mobile technologies are becoming more and more prevalent in learning environments. This means that teacher education must keep pace with the use of mobile technologies. Baran (2014) argues that the ‘greatest added value of mobile learning vis-a-vis PC learning lies in the aspects that extend classroom
interaction to other locations via communication networks’. (p. 18) This article outlines a pilot study developed to support collaborative working between the English and science pre-service teachers, in which mobile technologies were
used to extend students interactions outside the classroom, using iPads in authentic, fieldwork situations"
"Mobile technologies are becoming more and more prevalent in learning environments. This means that teacher education must keep pace with the use of mobile technologies. Baran (2014) argues that the ‘greatest added value of mobile learning vis-a-vis PC learning lies in the aspects that extend classroom
interaction to other locations via communication networks’. (p. 18) This article outlines a pilot study developed to support collaborative working between the English and science pre-service teachers, in which mobile technologies were
used to extend students interactions outside the classroom, using iPads in authentic, fieldwork situations"
Conference papers
Burden, K.& Kearney, M (2016), A Snapshot of Teacher Educators’ Mobile Learning Practices, International Festival of Mobile Learning, Bangkok, Thailand (May 2016)
|
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.
|
| ||
School Presentations or Exhibitions
I
