Supporting Pre-Service Teachers' Understanding and Use of Mobile Devices

Supporting Pre-Service Teachers' Understanding and Use of Mobile Devices

Damian Maher (University of Technology Sydney, Australia)
DOI: 10.4018/978-1-5225-5631-2.ch030

Abstract

The use of mobile devices to support learning is increasing in schools and universities. This increase is having an impact on the types of pedagogies that are supporting learning. This chapter explores the use of mobile devices to support pre-service teachers' professional learning. A constructivist framework is used as a critical lens in conjunction with Howland, Jonassen and Marra's (2012) ‘meaningful learning' framework. Additionally, the notions of teacher training about and with mobile learning as described by Baran (2014) are drawn upon to help in understanding the field. The chapter begins with an exploration on-campus learning followed by learning in schools and finally, aspects of on-line learning.
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Background

In this chapter, a constructivist view of learning is used to understand how the use of mobile devices can be used to support meaningful learning for pre-service teachers.

Constructivism is well-accepted theoretical perspective in the educational technology community (Duffy & Cunningham, 1996).

According to Fox (2001), the fundamental ideas behind constructivism are: Learning is an active process. Knowledge is constructed, rather than innate, or passively absorbed. Knowledge is invented not discovered. All knowledge is personal and idiosyncratic. All knowledge is socially constructed. Learning is essentially a process of making sense of the world. Effective learning requires meaningful, open-ended, challenging problems for the learner to solve (p. 24).

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