Developing mobile learning practices through teacher education: Outcomes of the MLEARN pilot

Abstract

Purpose

This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners.

Design/methodology/approach

Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use.

Findings

Findings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period.

Social Implications

Uses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice.

Originality/value

Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.

Citation

Passey, D. and Zozimo, J. (2016), "Developing mobile learning practices through teacher education: Outcomes of the MLEARN pilot", Interactive Technology and Smart Education, Vol. 13 No. 1, pp. 36-51. https://doi.org/10.1108/ITSE-01-2016-0002