You are here:

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

, ,

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


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.


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 .

This record was imported from ERIC on July 1, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact

Also Read

Related Collections