Abstract:

Mobile technology has great potential for incorporating engaging and interactive learner-centered instructional activities into traditional or online classrooms. As mobile technology and apps inspire increasing interest in educators and students, there is an urgent need to develop models, methods or techniques that is grounded in theory and best practices. App design and development for classroom use need to be grounded in pedagogy that will activate, support and increase teaching and learning. Without a strong understanding of a pedagogy grounded in theory and practice, initiatives to incorporate mobile apps and technologies can result in teacher deterrence or ineffective use of mobile technology in the classroom.

Contrary the benefits and opportunities mobile learning may provide “... teacher preparation programs are often devoid of opportunities to teach with mobiles.” (Herro, Kiger & Owens, 2013, p. 31). There aren’t any clear models or strategies that suggest practice integrating mobile technology particularly grounded in theory. Khaddage, Müller and Flintoff (2016) suggest that more research is needed and schools should find unique ways to blend mobile learning “seamlessly into their settings to create an engaging informal learning environment.” (p 23). It is important that preservice teachers are prepared for the integration of mobile apps that is grounded in theory, research and informed best practice. This paper attempts to provide an overview of current research and practice of mobile app technology in schools in order to provide a theoretical and practical basis for app selection and integration.

Zydney and Warner (2016) reviewed 34 articles related to the use of mobile apps for science learning published in majority between 2010 and 2014. One aspect they found was that the mobile app design features included categories such as technology-based scaffolding, location-aware functionality, visual/audio representations, digital knowledge-construction tools, digital knowledge-sharing mechanisms and differentiated roles. Their examination of the theoretical foundations used in the design of science apps revealed that “Mobile apps were most frequently grounded in situated learning theory… The next most frequently grounded theoretical foundation was inquiry-based learning… Several studies included applications grounded in Vygotsky’s ... sociocultural theory” (Zydney & Warner, 2016, p. 9). Other theories used were cognitive load theory, problem-based learning and personal construct theory. However, Leinonen, Keune, Veermans and Toikkanen’s (2016) study indicate that most educational apps support single-person use of interactive learning materials, simulations and educational games while apps designed for collaborative learning, inquiry-based or project-based learning are scarce.

As mobile technologies become increasingly widespread, educators are faced with the question of how best to “facilitate and explicate the learning process and design relevant experiences that leverage the affordances of so many mobile devices.” (Stevenson et al., 2015, p. 366). Herro, Kiger and Owens (2013) argue that “PK–12 and teacher education programs should inform one another and conclude with a discussion of implications and next steps extending this model to others (p. 32).” To understand the capacity of mobile apps and how the design features support teaching and learning, action research and design-based research studies can be helpful.

Keywords:

Mobile learning, teacher education.