Kibutzim College of Education (ISRAEL)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 1926-1934
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
Teaching in the 21st century requires teacher and student preparation to educational settings by using relevant, meaningful and challenging teaching methods, and by leading innovative pedagogy. The use of mobile technology spaces is an opportunity to break the boundaries of the classroom and to prepare student-teachers towards teaching spaces tailored to the future teaching market, while providing the tools and inspiration to lead change in schools. The purpose of this precursor study is to examine the subject of implementing mobile technology and usage patterns in the mobile technology class among the students and lecturers in a teacher training college. As well, another objective is to set the potential of mobile technology for teaching on the challenges which this combination conveys. Accordingly, patterns of teaching and learning were examined in mobile technology classes, as well as the role of pedagogical support and guidance in relation to the methods used in the classes and the attitudes of the lecturers and students to teaching and learning in instructional environments of mobile technology.

The paradigm of the present study is the interrelated research model combining quantitative and qualitative research. The study included the faculty members teaching in the course of the year and the students studying in this learning space.

The research tools included a questionnaire issued to instructors and students at the end of the two semesters, discussions with five of the lecturers and with the support staff as well as meetings with the leading faculty in the college. Simultaneously, three lessons in the classroom were taped on video and then analyzed.

Three main models of use were identified: Use of the hybrid computer as a laptop or desktop (common use), use of the hybrid computer for running applications (reasonable use) and the use of the hybrid computer for location-based activities, (limited use). The findings show that most of the lecturers do not use hybrid computers in the learning space for various reasons: some need technological and / or pedagogical support, some believe that it is not relevant to their teaching; also the number of student users is low.

The lecturers who used the hybrid computers were those who got pedagogical training and support. Only the lecturers who got pedagogical training and assistance during the process, implemented location based learning activities exploiting the mobility of the technology outside the learning space. As for the students, it is important to expose them to a variety and innovative teaching models as well as help them develop attitudes and deal with mobile technology implementation in their classrooms. Suggestions regarding the organization of the learning space were made by the lecturers.

As a result of this study, it is important to provide resources to lecturers who promote innovative teaching models and help them know the affordances and the benefits of this technology, as well as to be aware of the difficulties that are part of the process of implementation of a new technology. The findings obtained can highlight the best fit models for implementing mobile technologies in teacher training institutes and contribute to decision making in the acquisition and design of the technological learning space in the teacher training college. Through slow, gradual introduction of the technology into the classroom, teachers can gain pedagogical experience without being overwhelmed.
Mobile technologies, hybrid computers, learning space, tablets.