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Enhancing Professional Learning Through Mobile Devices for Pre-Service Teachers in Remote Communities: An Aboriginal and Torres Strait Islander Example

Enhancing Professional Learning Through Mobile Devices for Pre-Service Teachers in Remote Communities: An Aboriginal and Torres Strait Islander Example
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Author(s): Philip Bruce Townsend (Flinders University, Australia)
Copyright: 2020
Pages: 22
Source title: Mobile Devices in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-1757-4.ch059

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Abstract

This article details the construction of a Grounded Theory to explain the concept of enhancing professional learning through mobile devices. The research data was delimited to the behaviours and beliefs of Aboriginal and Torres Strait Islander pre-service teachers enrolled in two community-based initial teacher education programs in very remote communities in Australia. Four educational uses of mobile devices were identified: accessing content, handling administration, collaborating for academic support and sharing personal encouragement. The use of mobile devices enabled adults to choose times of study, choose places of study, complete assessment relevant to their course and achieve a career goal. Three elements that impact the educational use of mobile devices were identified (i.e. context, precursors and catalyst). Seven categories underlie the concept of enhancing professional learning through mobile devices: fostering access, facilitating customisation, promoting collaboration, supporting relevance, completing the course, empowering agency and enabling networking.

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