iTE: Student Teachers Using iPad on a Second Level Initial Teacher Education Programme

Ipad In Initial Teacher Education

The availability of technology in schools does not automatically impact on the pedagogical practices of teachers, and even when used, can be cast in a supportive role to traditional teacher-transmission of content knowledge (Butler, Shiel, Leahy, & Cosgrove, 2013; Chai, Koh, & Tsai, 2010; European Commission, 2013; Petko, 2012). Mobile technology, however, is more difficult to ignore. With its emphasis on social interactivity and connectivity, it has the potential to transform practice in schools by reshaping how, when and where learning takes place (Melhuish & Falloon, 2010). Pegrum, Howitt, and Striepe (2013, p.464) define mobile learning as that which is “mediated through digital mobile devices” and Apple's iPad has emerged in recent years as a field leader among mobile tablets. The importance of integrating mobile technology within initial teacher education programmes cannot be overstated, as this in turn can promote its future use by teachers in student learning (Hammond et al., 2009; Maher, 2013). Research, however, on the use of iPad in the context of initial teacher education is limited, and among those studies undertaken there is an emphasis, furthermore, on initial teacher education at primary level.