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Developing mobile learning practices through teacher education: outcomes of the MLEARN pilot

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>18/04/2016
<mark>Journal</mark>Interactive Technology and Smart Education
Issue number1
Volume13
Number of pages16
Pages (from-to)36-51
Publication statusPublished
Original languageEnglish

Abstract

Purpose
– This research investigates the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN - in the Netherlands, England, Greece and Italy. The research focused on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners.

Design/methodology/approach
– Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use.

Findings
– Findings from survey periods were compared, to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period.

Social implications
– Uses of mobile devices are increasing, across countries, and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice.

Originality/value
– Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.

Bibliographic note

This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.