Wishart, JM

English

This chapter describes a small-scale project, funded by the UK TeacherDevelopment Agency, where all teachers and trainee teachers in one secondaryschool science department were given handheld Personal Digital Assistants(PDAs) for the academic year. The aims were to build m-learning and m-teaching capacity, to enable school based associate tutors to join the e-learning community linked to the local initial teacher training course, and to encouragereflective practice amongst trainee teachers. However, not all these aims succeeded. The handhelds were viewed as personal devices rather than enablingaccess to a community of practice. Nearly all participants praised the personalinformation management functions of the devices; however, the teachers didnot use the handhelds to access course information and trainees did so onlyrarely. The ability to access Google from any location to answer students’ andcolleagues’ questions was more popular. Most popular were the multiplemethods of recording available on the handheld: video, audio, and written notes. Teachers used these to record observations on each others’ lessons, students’ work, student behaviour, and trainees’ progress in teaching. The concept of using blogs to reflect on practice was not taken up though trainees did record personal reflections on their teaching in Pocket Word for later use in course assignments

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https://research-information.bris.ac.uk/files/34706369/Chapter_13_Jocelyn_Wishart_2009.pdf

Use of Mobile Technology for Teacher Training

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