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Mobile Technologies as a Catalyst for Pedagogic Innovation Within Teacher Education

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  • Helen Caldwell

    (University of Northampton, Northampton, UK)

Abstract

This article reviews the use of mobile technologies within teacher education at the University of Northampton. In order to develop a strong commitment to digital literacy, the School of Education is using sets of teaching iPads with trainee teachers and has allocated an iPad to every member of the academic staff. Experiences from mobile technology projects involving ITT students, primary teachers and academics are shared to illustrate how mobile technologies have been a catalyst for new pedagogies based on a social constructivist model of learning in the teacher education programmes. The author aims to develop creative, self-directed learners who can work in collaborative teams within a professional community of teachers, academics and students. The author has considered ways in which mobile devices extend learning beyond taught sessions, and how the use of apps to make shareable digital artefacts can lead to purposeful engagement. To this end, the School of Education is focusing on a set of core apps that facilitate the creation, collaboration, curation, and capture of content.

Suggested Citation

  • Helen Caldwell, 2018. "Mobile Technologies as a Catalyst for Pedagogic Innovation Within Teacher Education," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 10(2), pages 50-65, April.
    • Handle: RePEc:igg:jmbl00:v:10:y:2018:i:2:p:50-65
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    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJMBL.2018040105
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    Cited by:

    1. María Pinto & Rosaura Fernández-Pascual & David Caballero-Mariscal & Dora Sales, 2020. "Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy," Scientometrics, Springer;Akadémiai Kiadó, vol. 124(2), pages 1479-1510, August.

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