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Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues
ARTICLE

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Association for Learning Technology Journal Volume 17, Number 3, ISSN 0968-7769

Abstract

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.

Citation

Aubusson, P., Schuck, S. & Burden, K. (2009). Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues. Association for Learning Technology Journal, 17(3), 233-247. Retrieved April 25, 2019 from .

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Cited By

  1. Metacognitive Skills Development: A Mobile Learning Approach among Pre Service Teachers

    Eunice Eyitayo Olakanmi & T. Mishack Gumbo, University of South Africa, Pretoria, South Africa, South Africa

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1258–1265

  2. iPads for teachers? The challenges of integrating technology in the classroom

    Michael Barbour, Sacred Heart University, United States; Tamme Quinn Grzebyk, Wayne State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1628–1632

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