Transforming Teacher Education with Mobile Technologies provides an international, comparative overview of current thinking and research in the field of mobile learning and teaching/teacher education, with case studies from Australia, Germany, Ireland, Norway, Sweden, Turkey and the United Kingdom. Drawing together contributions with teachers and teacher educators engaged in a European project, this book investigates practices further afield and provides insight into research and cutting-edge pedagogical practice in teaching and teacher education using mobile learning. Students use personal technologies like their mobile phones, extensively and expect to be constantly connected and engaged in a networked world. It is imperative, therefore, that teachers keep pace with this ever-shifting landscape and this is a challenge to those in the profession and more widely to teacher education which is tasked with preparing the next generation of teachers. This volume provides some answers to these challenges, linking theory to practice and developing theoretical models. The contributors also explore possible future developments in this field using an innovative methodology associated with Future Thinking Scenario Planning (Snoek, 2004).

Table of Contents:

Introduction, Kevin Burden (University of Hull, UK) and Amanda Naylor (University of York, UK)
Part I: Case Studies Drawn from a Recent European Funded Teaching, Learning and Research Project
Introduction to Part I, Kevin Burden (University of Hull, UK) and Amanda Naylor (University of York, UK)
1. Using iPads in Initial Teacher Education in the UK: Two Years along the Road, Paul Hopkins (University of Hull, UK)
2. Producing Hypertext Narratives for Mobile Phones, Jon Hoem and Sarah Hoem Iversen (Bergen University College, Norway)
3. Australia: Use of Mobile Devices to Support Professional Learning Networking in Teacher Education, Matthew Kearney, Damian Maher, Lien Pham (University of Technology, Australia) and Shanyun Kuang (South China Normal University) China
4. Mobile Technology: What Does This Mean for Teacher Educators and Teachers?, Amanda Naylor (University of York, UK), Janet Gibbs (University of Hull, UK), Anbjorg Igland, Monica Armundson and Metis Akadamiet (Bergen University, Norway)
5. Using Video Documentaries in Social Science, Ulf Frank Kerber (University of Education Karlsruhe, Germany)
Summary of Part I, Kevin Burden (University of Hull, UK) and Amanda Naylor (University of York, UK)
Part II: Wider Case Studies of Mobile Technology Use across the World
Introduction to Part II, Kevin Burden (University of Hull, UK) and Amanda Naylor (University of York, UK)
6. Strategies for Integrating Mobile Apps and Technologies into Teacher Education Programmes, Evrim Baran, Erdem Uygun and Tugba Altan (Middle East Technical University, Turkey)
7. Virtual / Augmented Reality and Mobile Technologies in Religious Education, Karsten Müller (Religious Education Institute, Germany), Jens Palkowitsch-Kühl (University of Wuerzburg, Germany)
8. Germany: Using Mobile Technology to Enhance the Teaching of Media, Michael Reder and Thomas Rudel Kreismedienzentrum (University of Tuebingen, Germany)
9. Using Video for Self-Reflection in Teacher Training Education, Richard Baldwin (University of Borås, Sweden)
10. Mobilising Teacher Education in Ireland: The MiTE Ecosystem for Learning by Design, Séan Ó Grádaigh, Brendan Mac Mahon, Sinéad Ní Ghuidhir and Tony Hall (NUI Galway, Ireland)
Summary of Part II, Kevin Burden (University of Hull, UK) and Amanda Naylor (University of York, UK)
Part III: Future Scenarios for Mobile Technology Use in Teacher Education
11. Mobile Technologies, Pedagogy and Future Scenarios, Kevin Burden (University of Hull, UK) and Amanda Naylor (University of York, UK)
12. Teacher Education Futures and Technology, Kevin Burden (University of Hull, UK) and Amanda Naylor (University of York, UK)
References
Index