Mobile technologies as a catalyst for pedagogic innovation within teacher education

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

Beyond Tourismphobia: Conceptualizing a New Framework to Analyze Attitudes Towards Tourism

This chapter discusses the factors that have led to the emergence of expressions of criticism toward tourism. This review serves to frame the original contribution of this text: a theoretical model that clarifies the defining features of the main attitudes towards tourism. Merton's model is here adjusted for the analysis of a new relationship between social ends and economic means. In this case, the end is economic progress. The way is the tourism, conceived as a massive social phenomenon. The relation between goals and means generates tensions. Its management derives in strategies of adaptation that include different ways of identification or discussion. The five types of adaptation of the new model are useful for addressing subject positions, political discourses, or attitudinal dispositions towards tourism. To illustrate this typology a purposive sampling of news on the tourismphobia has been selected, with no statistical generalization reflecting the constituent elements of each of the types: legitimization, innovative criticism, resignation, radical criticism, and subversive utopia

Cloud computing for teaching practice: a new design?

Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on "planning and preparation" and "instruction" domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions