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Mobile Learning in Teacher Education
Chris Dede, Julie Evans, Katherine Hayden, Laurie Henry, Robert McLaughlin, Paul Resta
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Harvard Education Press, 2006
Harvard Education Press, 2016
Core Principles ofTeacher Learning
Developing fluency in using emerging interactive media
The important issue is not technology usage, but changes in content, pedagogy, assessment, and learning outside of school.
Continuous peer learning is the best strategy for long-term improvement.
Professional Development:Communities of “Unlearning”
Teachers teach as they were taught.Complementing presentational instruction
with collaborative inquiry-based learningUnlearning almost unconscious assumptions
and beliefs and values about the nature of teaching, learning, and schooling
Paper includes:
• Lessons learned from 7 K‐12 mobile learning projects from around the globe
New paper examines:
• 8 Essentials for Mobile Learning within higher edcontext
• Includes examples from 5 higher edprojects
Mobile Technology Initiative in Teacher Preparation Program
Katherine Hayden, Ed.D.Professor, School of Education
California State University San Marcos
Cal State University San Marcos Mobile Technology Initiative
School of Education Identified need to implement changes in programs in 2012 to include mobile technology.
• Commitment by programs to: 1) identify goals to implement within program curriculum, 2) identify sustainability model, and 3) report impact on each program.
• Faculty iPad Training• Student Mentors• University Support• School District Partnerships• Sustainability Plans
Current Mobile Technology Integration
All programs report most students have access to mobile devices and use them during class meetings.
A yearly checkout system is available for students who need a device.
Students implement lessons in classrooms where they teach.
Sample apps and tools reported: Poll Everywhere, management apps, Side by Side for notes, Meetup, Social Media, Prezi, Popplet, Google Docs and Presentation, interactive and simulation tools for math and science, Sky Map (location of star or planets), Merlin Bird ID (Biology), ClassDojo, Edmodo.
Online Professional Development in Teacher Education:
Iterative Cycles of Transformation in a Laptop Program in Teacher
Education
Paul RestaThe University of Texas at Austin
Overview of the LIFE Program
• Laptop requirement• Single platform• Common and shared software tools• Use in academic classes and field experiences• Online community (faculty, student, supervising teacher, mentor)
• Support remote students via videoconferencing– Remote observation and mentoring of teaching
Impetus for Change
• Need to:– prepare teachers who are comfortable and competent in using 21st Century learning tools to create more effective and engaging learning environments
– infuse ICT throughout the entire professional development sequence
– facilitate change in teaching practices
Change Strategies• Shared vision• Focus on state standards• Faculty engagement in process• Collaboration between college and university central administration
• Develop faculty instructional support systems• Develop faculty and student technical supportsystems
• Develop and support online communities of practice (Teachnet)
Change Strategies
• Plan for iterative cycles of change• Focus on early adopters ‐Vision Awards• Support for the settlers 1 to 1 assistance• Building community among cohort faculty and those teaching same courses
Student Perceptions
• Classroom, field‐based and online use of ICTs increased from 25% in Year 1 to over 75% in Year
• Value in access to resources, submitting assignments, sharing and solving problems online
• Some faculty still not using well
Faculty Experiences
• Issues critical to initiative’s successful implementation:– Faculty development – Dependable technical support– Building relationships– Understanding goal of preparing futureteachers
Faculty Experiences• Challenges
– Time required to incorporate new tools– Student off‐task behaviors in class– Student expectations for technology use in classes and field experience
– Students lack of advanced digital literacy skills– Time required to facilitate online community– Time to participate in faculty development – Physical facilities (electrical outlets,ceiling projectors, etc.)
Contact
Paul RestaRuth Knight Millikan Centennial Professorship
in Lerning TechnologyThe University of Texas at Austin
Mobile Learning in Teacher Education: Next Generation Models
and Methods
Dr. Laurie A. HenryAssociate Dean
Clinical Preparation & [email protected]
An Equal Opportunity University
Middle Level Teacher Education
An Equal Opportunity University
Student Teaching II(16 weeks student teaching in 2nd Content Area, Assessment Course)
Student Teaching I(2nd Content Methods, 8 weeks student teaching in 1st Content Area)
Practicum(Content Methods, Management and Discipline, Writing in Content Areas, Field Experience Minimum
160 hours)
Pre‐Practicum(Embedded Field Experience, Minimum 160 hours, General Methods, Reading in Content Areas)
Preparation(Content Area Coursework, Foundational Courses)
An Equal Opportunity University
• Theory into Practice– The Adolescent Learner and Methods in Middle
Level Education– 1st Content Literacy Course
• Intentional – Focused field experiences– Shadow an Adolescent Day– Ethnographic Study– Teacher Work Sample
Intentional, focused field experiences
• School Embedded courses• Co‐teaching• Focused observations • Live‐streaming classrooms
with University of Louisville
An Equal Opportunity University
An Equal Opportunity University
Through backchanneling our class can have a conversation while lessons are taking place, classes are transitioning, or other special events are taking place.
Focus questions
iPad minis
Todays Meet
Facetime
Feedback from UK Students• “The whole experience has been incredible and challenging…it
has opened up outlets for questions to be answered. The best way to learn is to be immersed in a situation and I am learning a ton. This experience has been way more valuable than any class I could have taken in a lecture hall. We talk about something in class and then immediately get to see it in action in a real classroom.”
• “I’m able to see the tangible…I’m able to see how people strategically handle issues that might come up in the classroom instead of just coming up with hypothetical situations.”
An Equal Opportunity University
UK Next Generation Leadership AcademyHelps kick off transformative change to innovate learning environments in schools. Through our yearlong academies we help district and teacher leadership teams to implement a transformative project to fidelity as an entry point to systemic innovation.
An Equal Opportunity University
UKNxGL
An Equal Opportunity University
Preservice Teachers Provide PD on Mobile Technologies
An Equal Opportunity University
Challenges• Effective use of mobile technology by faculty
• Resistance to change• Differing levels of expertise• Integration vs. “add‐on” approaches• State policy and licensure
An Equal Opportunity University
Mobile Learning in Teacher Education: Next Generation Models
and Methods – andThe Challenge and Promise of
Digital Equity
Robert McLaughlinAssociate Dean & Chair of EducationNew England College
Key Digital Divide Challenges in Educator Preparation
• Ensuring preservice educators themselves have access to broadband, device, and skills
• Equipping preservice teachers and school leaders with knowledge & skills to– Assess their P12 students’ digital divide (“homework gap”)
challenges– Tap resources and partners to close their students’ digital
divide (www.digitalequity.us) – Use culturally responsive strategies to outreach to diverse
families• Educator toolkit to provide consistent affordable
access for preservice educators & faculty to essential learning tools
Challenging and Assisting Methods, Cooperating and Clinical Faculty
• New Hampshire IHE Network (www.ihenetwork.org) formed statewide conversation to embrace and own accountabiltyand transformation
• Methods faculty, cooperating educators & administrators and clinical supervisors need learn how themselves to mdoel not only digital equity but also good learning facilitation strategies
The Digital Divide Landscape Changing Profoundly
• Broadband affordability improving• Device capabilities and costs improving• Thanks to National Collaborative for Digital Equity, Fed Reserve announced change in Community Reinvestment Act (CRA) policy: funding becoming available for digital equity investments for low‐income learners for economic opportunity
Contact
Robert McLaughlinAssociate Dean and Chair, Education Division
New England [email protected]
Co‐chair, National Collaborative for Digital Equitywww.digitalequity.us
Discussion Starter
What is the demand for more “mobile-savvy” teachers?
Are school principals satisfied with current skill levels of new teachers?
What the expectations of school principals? Is there alignment between teacher preparation
programs and local schools expectations?
Satisfaction
16%
29%42%
13%
School Principals' Perceptions on New Teachers' Digital Preparation
Dissatisfied
Neither satisfied nordissatisfiedSomewhat satisfied
Very satisfied
Source: Speak Up 2015 data from 2,868 school administrators
Great ExpectationsDigital learning experiences % of school
principals
Capacity building:
Learning how to differentiate instruction using technology 76%
Enabling authentic learning experiences 68%
Using technology to communicate with parents & students 66%
Facilitating student collaborations 62%
Skills/Proficiencies:
Using digital content within instruction 69%
Implement online assessments 61%
Setting up a blended learning class environment 58%
Managing a 1:1 class 53%
Managing a BYOD class 35%
Source: Speak Up 2015 data from 2,868 school administrators
Discussion
Thank you for joining us!
Chris Dede, [email protected]
Julie Evans, [email protected]
Katherine Hayden, [email protected]
Laurie Henry, [email protected]
Robert McLaughlin, [email protected]
Paul Resta, [email protected]
