Pre-service teachers’ self-initiated use of mobile devices to support their online professional learning networking

Kearney, M; Maher, D; Pham, L; Kuang, S

Pre-service teachers’ self-initiated use of mobile devices to support their online professional learning networking

Kearney, M

Maher, D

Pham, L

Kuang, S

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Publisher:: Bloomsbury Academic
Publication Type:: Chapter
Citation:: Transforming Teacher Education with Mobile Technologies, 2020, 1, pp. 51-72
Issue Date:: 2020-06-11

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Field	Value	Language
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805
dc.contributor.author	Pham, L https://orcid.org/0000-0003-3137-5609
dc.contributor.author	Kuang, S
dc.contributor.editor	Burden, K
dc.contributor.editor	Naylor, A
dc.date.accessioned	2020-06-19T01:18:48Z
dc.date.available	2020-06-19T01:18:48Z
dc.date.issued	2020-06-11
dc.identifier.citation	Transforming Teacher Education with Mobile Technologies, 2020, 1, pp. 51-72
dc.identifier.isbn	9781350095632
dc.identifier.uri	http://hdl.handle.net/10453/141557
dc.description.abstract	This study investigates how pre-service teachers (PSTs) are using social media apps to support their self-initiated online professional learning networks (PLNs). It also explores PSTs’ perceived benefits and challenges of these mobile learning activities. The study used an international online survey fielded in two phases to explore these aims. In the first phase, the survey was compiled in English and disseminated in Australia and overseas. In the second phase, to widen the survey participation and gather more culturally diverse perspectives of PSTs’ practices, the survey was translated to Chinese and disseminated in China. This chapter focuses on the respondents from both surveys that reported using a mobile device for their PLN activities (n=335). A validated mobile pedagogical framework is used to analyse the data. Findings provide nuanced insights into this niche and evidently valuable mobile learning practice in initial teacher education.
dc.format.extent	12
dc.language	en
dc.publisher	Bloomsbury Academic
dc.relation.ispartof	Transforming Teacher Education with Mobile Technologies
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Pre-service teachers’ self-initiated use of mobile devices to support their online professional learning networking
dc.type	Chapter
utslib.citation.edition	1
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2020-06-19T01:18:42Z
pubs.edition	1
pubs.place-of-publication	London
pubs.publication-status	Published
dc.location	London

Abstract:

This study investigates how pre-service teachers (PSTs) are using social media apps to support their self-initiated online professional learning networks (PLNs). It also explores PSTs’ perceived benefits and challenges of these mobile learning activities. The study used an international online survey fielded in two phases to explore these aims. In the first phase, the survey was compiled in English and disseminated in Australia and overseas. In the second phase, to widen the survey participation and gather more culturally diverse perspectives of PSTs’ practices, the survey was translated to Chinese and disseminated in China. This chapter focuses on the respondents from both surveys that reported using a mobile device for their PLN activities (n=335). A validated mobile pedagogical framework is used to analyse the data. Findings provide nuanced insights into this niche and evidently valuable mobile learning practice in initial teacher education.

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http://hdl.handle.net/10453/141557