Abstract
Teachers’ perceptions of self-efficacy have been identified as a barrier to widespread integration of mobile learning strategies in teaching practice. This paper describes the development of the Collaborative Situated Active Mobile (CSAM) learning design framework and the mobile Teacher’s Sense of Efficacy Scale (mTSES) survey. The CSAM framework aims to help with making instructional design decisions for using mobile reusable learning objects. The mTSES survey is designed to measure teacher’s perceptions of self-efficacy with mobile learning. This paper describes how the CSAM framework and the mTSES survey were used to develop a professional development course to help teachers to become more confident with their ability to integrate mobile reusable learning objects into their teaching practice.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Ally, M. (ed.): Mobile Learning: Transforming the Delivery of Education and Training. AU Press, Edmonton (2009)
Ally, M., Farias, G., Gitsaki, C., Jones, V., MacLeod, C., Power, R., Stein, A.: Tablet deployment in higher education: Lessons learned and best practices. Panel Discussion at the 12th World Conference on Mobile and Contextual Learning (mLearn 2013), Doha, Qatar, October 22-24 (2013)
Ally, M., Prieto-Blázquez, J.: What is the future of mobile learning in education? RUSC 11(1), 142–151 (2014), http://doi.dx.org/10.7238/rusc.v11i1.2033
Ally, M., Tsinakos, A.: Increasing Access Through Mobile Learning. AU Press, Edmonton (2014), http://www.col.org/resources/publications/Pages/detail.aspx?PID=466
Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn 2009), October 18-21. Beijing Normal University, Beijing (2011)
Benton-Borghi, B.: Teaching every student in the 21st century: Teacher efficacy and technology (Doctoral dissertation, Ohio State University) (2006)
Berge, Z., Muilenburge, L.: Handbook of Mobile Learning. Routledge, New York (2013)
Boyinbode, O.: Towards an interactive mobile lecturing model: A higher-level engagement for enhancing learning (Doctoral dissertation, University of Cape Town) (2013), http://hdl.handle.net/11180/6383
Canvas: About Us, http://www.instructure.com/about-us
IGI Global: International Journal of Mobile and Blended Learning (2014), http://www.igi-global.com/journal/international-journal-mobile-blended-learning/1115
Kenny, R.F., Park, C.L., Van Neste-Kenny, J.M.C., Burton, P.A.: Mobile self-efficacy in Canadian nursing education programs. In: Montebello, M., Camilleri, V., Dingli, A. (eds.) Proceedings of mLearn 2010, the 9th World Conference on Mobile Learning, Valletta, Malta (2010)
McConatha, D., Penny, C., Schugar, J., Bolton, D.: Mobile pedagogy and perspectives on teaching and learning. IGI Global, Hershey (2014)
Palfreyman, D. (ed.): Proceedings of the Mobile Learning: Gulf Perspectives Research Symposium. Abu Dhabi, UAE (April 25, 2013)
Polsani, P.: Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3(4) (2013), http://journals.tdl.org/jodi/article/viewArticle/89/88
Power, R.: Collaborative situated active mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Learning and Teaching in Higher Education: Gulf Perspectives 10(2) (2013), http://lthe.zu.ac.ae/index.php/lthehome/article/view/137
Power, R.: Collaborative Situated Active Mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Presentation at the Mobile Learning: Gulf Perspectives Research Symposium. United Arab Emirates, Abu Dhabi (April 25, 2013)
Power, R. (ed.): QScience Proceedings: 12th World Conference on Mobile and Contextual Learning (mLearn 2013), vol. 2013 (2013), http://www.qscience.com/toc/qproc/2013/3
Power, R.: A framework for promoting teacher self-efficacy with mobile reusable learning objects (dissertation proposal candidacy exam presentation) (2014), http://www.slideshare.net/RobertPower1/a-framework-for-promoting-teacher-selfefficacy-with-mobile-reusable-learning-objects
Specht, M., Sharples, M., Multisilta, J. (eds.): Proceedings of the 11th Annual World Conference on Mobile and Contextual Learning (mLearn 2012), held in Helsinki, Finland, October 16-18 (2012), http://ceur-ws.org/Vol-955/
Tschannen-Moran, M., Woolfolk Hoy, A.: Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education 17(7), 783–805 (2001)
Tschannen-Moran, M., Woolfolk Hoy, A.: Teacher’s sense of efficacy scale (2001), http://people.ehe.osu.edu/ahoy/files/2009/02/tses.pdf
University of Wolverhampton: Reusable learning objects (RLO) and open educational resources (OER), http://www.wlv.ac.uk/default.aspx?page=26086
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this paper
Cite this paper
Power, R., Cristol, D., Gimbert, B. (2014). Exploring Tools to Promote Teacher Efficacy with mLearning. In: Kalz, M., Bayyurt, Y., Specht, M. (eds) Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. mLearn 2014. Communications in Computer and Information Science, vol 479. Springer, Cham. https://doi.org/10.1007/978-3-319-13416-1_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-13416-1_7
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-13415-4
Online ISBN: 978-3-319-13416-1
eBook Packages: Computer ScienceComputer Science (R0)