Preparing Educators for Development of Innovative Teaching Using Mobile Technology

Preparing Educators for Development of Innovative Teaching Using Mobile Technology

Deborah Watlington (The University of Memphis, USA), Renee Murley (The University of Memphis, USA), Annette Cornelius (The University of Memphis, USA) and Torre Kelley (The University of Memphis, USA)
DOI: 10.4018/978-1-4666-6343-5.ch005


Mobile technology, in the form of smart phones and tablets, is an integral part of how we connect with information. Educators recognize that these mobile technologies shift the manner in which information is accessed, communicated, and transferred, and that they are infiltrating educational settings. A critical need is rising to prepare educators to effectively embed mobile technology in the learner's educational world (O'Hara, Pritchard, Huang, & Pella, 2013). This chapter outlines a progressive model of professional development designed to prepare educators for innovative educational uses of mobile technology. Traditional, individualized, and innovative professional development models are discussed as well as the core content that should be incorporated in this professional development. Best practices in mobile technology implementation are addressed as well as suggested strategies to transition educators from novice to experienced users of mobile technology.
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Teaching With Mobile Technology

Mobile technology such as the Apple iPad and iPhone, have tremendous educational potential with over 108,000 educational applications (apps) for the iPad available for use in the classroom (Steel Media Ventures, 2013). Etherington (2013) notes that Apple reports selling over 8 million iPads around the world directly to education with more than 4.5 million sold to U.S. based educational institutions. The iPad is currently the dominant mobile tool and the technology of choice for schools, likely due to the stability of the operating system and availability of educational apps. Schools across the U.S. and around the world are actively exploring educational use of this mobile technology (French, et al., 2012; Friedman, 2012; Heinrich, 2013).

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