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

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

Brendan Mac Mahon (National University of Ireland, Ireland), Seán Ó. Grádaigh (National University of Ireland, Ireland) and Sinéad Ní Ghuidhir (National University of Ireland, Ireland)
DOI: 10.4018/978-1-5225-7305-0.ch098


Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.
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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.

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