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Mobile learning in early childhood education: Can pre-service teachers help practising teachers use new technologies in new ways?
Australian Association for Research in Education (AARE) Conference (2015)
  • Serena Davie, The University of Notre Dame Australia
  • Frank Bate, The University of Notre Dame Australia
  • Dr Jean MacNish, The University of Notre Dame Australia
Abstract
mLearning is not widely used in early years of education, although it has been
shown to be beneficial to children’s learning (Ciampa, 2014). This paper reports the initial
findings of a three-year longitudinal study that is investigating the costs and benefits of
implementing mLearning in early childhood education at two case study sites. The research
is using a partnership model; between a School of Education within a university and two
Department of Education primary schools in Western Australia. A mixed method approach
was used to collect data in the form of surveys, interviews, focus groups and field
observations from pre-service and practising teachers, school leaders and parents and carers.
Initial findings indicate that pre-service and practising teachers increased their confidence,
technological knowledge and insights into the issues associated with implementing
mLearning in the classroom.
Disciplines
Publication Date
2015
Citation Information
Davie, S., Bate, F., and MacNish, J. (2015). Mobile learning in early childhood education: Can pre-service teachers help practising teachers use new technologies in new ways? Paper presented at the Australian Association for Research in Education (AARE) Conference, Fremantle, WA, 29 November - 3 December 2015