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Biiml mobifest march_2014

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To be presented at:
"Ideas in Mobile Learning Symposium", 6th - 7th March 2014, Watershed, Bristol UK, Organised by Designing for Digital Learners (D4DL) Research Group. This event is supported by QR (Quality Research) funds from UWE Bristol

Now closed to new submission, but we have a few places left. Register at: http://goo.gl/jVypI7

BIIML 2014 Preliminary Programme now available: http://cloudworks.ac.uk/cloud/view/8540

Event link:
http://cloudworks.ac.uk/cloudscape/view/2896

Published in: Education
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Biiml mobifest march_2014

  1. 1. Mobile ‘comfort’ zones: overcoming barriers to enable facilitated learning in the workplace Anglia Ruskin University Trainee Teachers Debbie Holley, Reader, Education & Technology Anglia Ruskin University & Sue Sentance National Academic Coordinator for the Network of Excellence BCS Academy/Computing At School
  2. 2. Mobiles have transformed how we communicate – it’s a new way of life For Pachler et al (2010:3) it is now accepted that mobile devices have a number of important characteristics which make them attractive from an educational perspective, including increasing portability, functionality, multimedia convergence, ubiquity, personal ownership, social interactivity, context sensitivity, location awareness, connectivity and personalisation
  3. 3. Anglia Ruskin draws it trainee teachers from a wide area of the East of England; so their school placements are widely spread They recruit a diverse range of trainees and cover a range of subjects, this study was carried out with 12 ICT trainee teachers. One trainee chose not to take part. All have a mobile phone All use text messaging Some have internet access via phone Most have phone contract; some on pay as you go Some use Facebook Some use Twitter
  4. 4. A student questionnaire plus tutor analysis of early written work showed: Trainees are unused to academic writing (the PGCE course is at Masters level) Trainees are full-time on placement (limited number of days in University) Trainees feel isolated from the university Trainees struggle to find time for reading Trainees do not reflect on their reading Preparing for teaching in their placement school class is the focus of attention A science class at Cornelius Vermuyden Secondary School
  5. 5. So – issue - how to scaffold trainee teacher engagement with their studies when they are in their placement school?
  6. 6. Our ‘Research Problem’ To find out if mobile technology (eg TxtTools software) could be used to support our trainees on placement. Approach taken: • Four key interventions ‘24 hour cycle’ • Each based around a peer review journal article ‘recommended’ reading for their assignment (Curriculum & Pedagogy) • Tutor prompts students to reflect on article by sending initial message, students work in triads (note they are based in schools different geographic locations) • 140 character messages are collated and sent round groups to scaffold learning during the period • Tutor adds in new questions, refines discussions, and creates a word document for all participants at end of period
  7. 7. Response from initial question from tutor – usually around defining terms before building up ‘discussion via text’
  8. 8. Project findings: Educational benefits identified by tutor: • • • • • • • Encouraged trainees to read Encouraged trainees to reflect on the reading rather than just skim read Encouraged concise writing and discouraged descriptive comments Trainees commented on each other’s comments Compensated for lack of university sessions with trainees to a small degree Set the focus on their assignment May assignments had more critical reference to literature than January assignments Negative points from trainee teachers: – mostly about use of this technology • Conciseness was difficult – 160 character limit • Didn’t like the messages being anonymous • Some concerns about invasion of privacy • Wanted to see complete thread of responses • “We already have too many other things to do”
  9. 9. Framework for analysis: Three emergent themes from the research: Comfort/lack of comfort with their identity as ‘technological learner’ Issues of personal/ private space re arrival of SMS messages Development of emergent CoP
  10. 10. Populated model showing trainee barriers a) their individual reported personal/academic crossover ‘comfort zone’ which ranges from an acceptance and embracing of the 24 hour digital world through to SMS messages only in my ‘usual’ working hours of 9-5 b) Their willingness to be a contributor in an emergent group of practice from passively reading the SMS that others read to actively wanting to co-construct knowledge with their peers (via SMS) c) Their attitudes to technologies, ranging from willingness to experiment/ try out a new idea to rejecting a new technology (such as the mobile phone for learning purposes) in favour of more comfortable/ familiar technologies such as facebook.
  11. 11. Thank you for listening We would welcome thoughts, comments for developing model further? For some, cultural capital would assist: “To possess the machines [they] only need economic capital; to appropriate them and use them in accordance with their specific purpose [they] must have access to embodied cultural capital either in person or by proxy” Bourdieu 1986 The challenge is how to develop the classroom of the future…. And it is a collaboration with our students..
  12. 12. References Bourdieu, P. (1986). ‘The forms of capital’ (R. Nice, trans.). In J. Richardson (ed.) Handbook of theory and research for the sociology of education. New York: Greenwood Press. Holley, D., Sentance, S & Bradley, C (2011). Balancing the demands of in-school placement with out-of-school study’ available electronically from http://escalate.ac.uk/8140 [accessed 10/10/2013] Lave, J. and Wenger, E., 1991.Situated learning:legitimate peripheral participation. Cambridge: Cambridge University Press. Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York: Springer.

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