文章基本信息

标题：iCelebrate Teaching and Learning: Sharing the iPad Experience
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作者：Cathy Cavanaugh ; Jace Hargis ; Stephen Munns 等
期刊名称：Journal of Teaching and Learning with Technology
印刷版ISSN：2165-2554
出版年度：2013
卷号：1
期号：2
页码：1-12
DOI：10.14434/jotlt.v1n2.2163
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：The purpose of this overview article is to describe the initial development of iPad pedagogy by analyzing the pre-implementation pedagogical practices shared at a national professional development event for and by iPad faculty.The context, event, data, analysis and results are described, along with implications for the following stages of program implementation.Specifically, the study asks; To what extent do faculty shared practices display technological pedagogical content knowledge (TPCK) prior to implementation of the iPad program in classrooms? The answers to this question will inform further professional development and form a baseline for understanding the path of faculty development in adopting, designing, and applying mobile education practices in a large-scale mobile learning initiative, because TPCK is foundational to effective teaching in a mobile learning environment.The analysis of sessions shows that the initial level of integration of the mobile education innovations into the curriculum was limited, and may require more time and practice in order to move from an emphasis on tools to an emphasis on content.The Technological Knowledge reflected in the abstracts was similarly emerging in that it emphasized “turnkey” apps and media, rather than more complex collaborative and production tools.Pedagogical Knowledge as represented by attributes of meaningful learning was strong in active learning, but included fewer of the more complex and interactive attributes, indicating that faculty members are beginning their adoption of this innovation with familiar and simpler strategies.Regarding their technological pedagogical knowledge, faculty members have progressed beyond entry level and have room to grow toward infusion and transformation.
其他摘要：In April 2012, the federal higher education system of the United Arab Emirates (UAE) embarked on the path to national adoption of the Apple iPad as the educational computing platform. The core objective of the adoption was improved learning and degree completion among students in academic programs in support of national development goals. From the National Higher Education development document, the goals are to- "Achieve individualized student learning consistent with “Post PC Era” trends;- Introduce of challenge-based learning or other progressive classroom pedagogy;- Increased student participation and motivation;- Enhance opportunities for cross-institutional collaboration between faculty members;- Increase faculty collaboration through cross-institutional repositories of learning objects; and- Facilitate the migration to e-books." The UAE has three institutions encompassing 20 campuses serving 50,000 students in its federal higher education: UAE University provides a research-intensive experience; Zayed University, a liberal arts, comprehensive environment; and HCT, professional programs. The HCT iPad program was envisioned by HCT’s Chancellor, His Excellency Sheikh Nahayan Mabarak Al Nahayan, Minister for Higher Education and Scientific Research, and was led by the Vice Chancellor Dr Tayeb Kamali. This program builds on his history of entrepreneurship and e-learning initiatives, such as integrated wireless campus infrastructures, online learning and knowledge-management programmes, Dr Kamali has successfully built a cutting-edge institution that provides UAE youth with technological skills and the ability to innovate, while driving job creation in the region.
关键词：Faculty development; mobile learning; pedagogy
其他关键词：faculty development;learning environment;mobile learning