Mobile Learning in Initial Teacher Education

Abstract

Initial teacher education (ITE) programs continue to receive critique regarding how they prepare preservice teachers. This comes at time when much emphasis is on effective integration of Information and Communication Technologies (ICTs) into teacher preparation. Research reveals the ubiquity of mobile technologies and their benefits about effective integration in ITE. In New Zealand, the use of mobile technologies in ITE must be considered in how they enhance educational outcomes of learners. However, little is known of how teacher educators introduce such innovative teaching techniques or the effect of mobile technologies on the teaching and learning experiences of preservice teachers. This study will examine teaching and learning practices with mobile technologies in a leading institution in ITE programs in New Zealand. The research question guiding this study is: How is the use of mobile technologies in ITE affecting the teaching and learning experiences of preservice teachers? The outcomes of such research aims to show the impact mobile learning practices have in preparing preservice teachers to meet the demands of 21st Century learning. Educators, policy makers, and university stakeholders may use the findings of this study to inform discussions concerning integration of mobile learning into the curriculum to deliver technology-enhanced learning.