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

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

Damian Maher
Copyright: © 2018 |Pages: 18
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch030
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MLA

Maher, Damian. "Supporting Pre-Service Teachers' Understanding and Use of Mobile Devices." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 676-693. https://doi.org/10.4018/978-1-5225-5631-2.ch030

APA

Maher, D. (2018). Supporting Pre-Service Teachers' Understanding and Use of Mobile Devices. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 676-693). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch030

Chicago

Maher, Damian. "Supporting Pre-Service Teachers' Understanding and Use of Mobile Devices." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 676-693. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch030

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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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