Ubiquitous Professional Training for Teachers using the uProf! Model

Introduction

Technological uptake and consistent change and innovation in education have been urged by the decisively faster pace that economic systems, social relations and individuals have had since the diffused embracing of Web 2.0, that is the web of social networking tools (Leone & Guazzaroni, 2010), towards Web 3.0, that is a more connected, open and intelligent network thanks to semantic applications (Spivack, 2013).

Undeniably, living, working and learning are more and more ubiquitous, that is wireless and characterised by high mobility and embeddedness (El-Bishouty, Ogata, & Yano, 2007; Leone & Leo, 2011a). Most European countries have made significant investments over the last years with a view to ensuring universal access to information and communication technologies (ICT), with considerable success (Education, Audiovisual and Culture Executive Agency, 2011). Specifically, embedding ICT in education and training systems has required relevant changes across the technological, organisational, teaching and learning environments of classrooms, workplaces, and informal learning settings; further efforts, though, are required in this direction (European Commission, 2008; Education, Audiovisual and Culture Executive Agency, 2011). A precondition for using computers in educational contexts is that they are widely available and users are familiar with them. With reference to formal education, data (Education, Audiovisual and Culture Executive Agency, 2011) show that currently no great disparity between schools in availability of ICT equipment exist, but a lack of educational software and support staff still affect instruction. Thus, the solution to an effective use of ICT in education and training is not technology itself, but an advancement in understanding how new technologies are and can be used to support learning, and what are the barriers in the way of success.

Being an ICT-integrating teacher means going beyond ICT skills, and developing an understanding of the complex relationships between pedagogy, content and ICT (Alayyar, Fisser & Voogt, 2012). Moreover, while in most European countries centrally promoted online resources and general pedagogical support are available to guide teachers' practical implementation of innovative technology-enhanced learning in the classroom (according to TIMSS - Trends in International Mathematics and Science Study 2007) (Education, Audiovisual and Culture Executive Agency, 2011), no research literature seems to document the activation of tailored in-class techno-pedagogical tutoring to teachers during the implementation. A later study carried out on behalf of the European Commission (Pelgrum, 2010) shows that teachers often have difficulties in implementing ICT in the teaching-learning process and that they need support to accomplish this task. Finally, the outcomes of more recent research experiences (Leone, 2013) highlight that teachers perceive in-class techno-pedagogical tutoring as a basic need for the enhancement of their professional skills and, as a result, of their students’ learning.

This article illustrates uProf!, a model for teachers’ professional training in ubiquitous learning by tablets and Quick Response (QR) codes. The model has been designed, implemented and successfully validated within a full-immersion, learner-centred and metacognitive course for 80 Italian high school teachers who are part of a school network for the enhancement of curriculum continuity from middle into high school.