Transforming teacher education with mobile technologies.

Sonst. Personen	Burden, Kevin (Hrsg.); Naylor, Amanda (Hrsg.)
Titel	Transforming teacher education with mobile technologies.
Quelle	London; New York; Oxford; New Delhi; Sydney: Bloomsbury Academic (2020), xii, 238 S.Verfügbarkeit
Reihe	Reinventing teacher education
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-350-09563-2
Schlagwörter	Fallstudie; Digitale Medien; Medieneinsatz; Mediennutzung; Australien; Deutschland; Großbritannien; Irland; Lehrerfortbildung; Norwegen; Türkei; Schweden; Projekt; Internationaler Vergleich; Digitalisierung; Fallstudie; Lehrerausbildung; Lehrerfortbildung; Projekt; Digitalisierung; Internationaler Vergleich; Australien; Deutschland; Großbritannien; Irland; Norwegen; Schweden; Türkei
Abstract	The book 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 a field 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). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2