IntroductionMobile learning has been shown to have a positive impact on student leaning outcomes particularly in the early childhood years of education. (OECD, 2010).

Young children are digital natives and are using and observing the use of a range of mobile technologies at home.

The uptake of new technologies in schools has been slow in early childhood classrooms.

Why are mobile technologies not used more in early childhood education?Teachers’ beliefs and attitudes to the use of mobile technologies are often cited as a barrier to their use. Teachers say that they do not have the time, support or training to implement new technologies.

Schools need technological leadership to implement a culture of ICT integration.

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Figure 2. Learning at home and learning in early childhood classrooms are different.

The studyThe aims of the study are to examine the effectiveness of mobile learning technologies in early childhood education, investigate the synergy between pre-service teachers and practicing teachers in the adoption of mobile learning technologies and to consider the effectiveness of a schools-university partnership model in instituting educational change

Materials and methodsA case study approach will be used with two local primary schools and pre-service teachers form the University of Notre Dame. It will be a longitudinal study over a 3 year period.

Pre- service teachers will deliver ICT rich lessons in the partner schools. They will receive pedagogical feedback from the practicing teachers. The practicing teachers will have the opportunity to observe ICT rich lessons by the technologically competent pre-service teachers.

Following the delivery of the ICT rich lessons by the pre-service teachers, professional development and mentoring will be offered to the schools by university academics.

The collaboration between practicing teachers, school leaders, pre-service teachers and university academics in a community of practice will have the benefit of improved student outcomes through the integration of mobile learning.

Figure 4. Boy sitting on floor tying shoelace thinking

Frank Bate, Serena Davie, Jean MacNish & Christine McGunnigleSchool of Education University of Notre Dame

ReferencesMishra, P., & Koehler, M. (2006). Technological

pedagogical content knowledge: A framework for teacher knowledge. Retrieved from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

OECD, (2010). Retrieved from http://www.oecd.org/

Image Acknowledgements:Figure 1. Reproduced by kind permission of AVG

Technologies. https://www.avg.com.au/?utm_source=avgt

Figure 2. Reproduced by kind permission of Chris Pirillo

(Source: http://www.myspace.com/calandparkmom)

Figure 3.Reproduced by permission of the publisher,

2012 by tpack.orgFigure 4. Retrieved from Encyclopædia Britannica Image

Quest. http://quest.eb.com/images/118_810845

For further informationPlease contact serena.davie@nd.edu.au.

Figure 3. The relationship between technological, pedagogical and content knowledge.

Mobile learning in early childhood education

Figure 1. Mobile learning technologies in early childhood.

TPACKPracticing teachers have a high level of pedagogical expertise and pre-service teachers technological expertise.

The 21st century teacher needs excellent content knowledge and teaching pedagogy but in light of the rapid growth in technology the successful teacher now needs to be able to integrate new technologies into the classroom to enable students to engage with the curriculum through a medium that is part of their world.

To do this teachers must have the technical skills. Furthermore, they need to have the pedagogical knowledge to know what type of ICT tool is best for teaching a particular concept. Teachers understand that it is a mix of sound content knowledge, pedagogical knowledge and technological knowledge that make for excellent learning design.

TPACKPracticing teachers have a high level of pedagogical expertise and pre-service teachers technological expertise.

The 21st century teacher needs excellent content knowledge and teaching pedagogy but in light of the rapid growth in technology the successful teacher now needs to be able to integrate new technologies into the classroom to enable students to engage with the curriculum through a medium that is part of their world.

To do this teachers must have the technical skills. Furthermore, they need to have the pedagogical knowledge to know what type of ICT tool is best for teaching a particular concept. Teachers understand that it is a mix of sound content knowledge, pedagogical knowledge and technological knowledge that make for excellent learning design.

OutcomesBy working together pre-service teachers and practicing teachers will have the opportunity to learn from each other for the benefit of children in early childhood classes.The effectiveness of such a partnership will be monitored and shared with the wider research community.

I am sure there must be an app to help me with

this

I am sure there must be an app to help me with

this

                                                                                                                                                                                                                               

                                                                                                                                                                                                                             

AcknowledgementsThe Public Education Endowment Trust of Western Australia is gratefully acknowledged for funding to support this research project.