Adoption of iPads Paving the Way to Changes in the Knowledge Practices within a School of Vocational Teacher Education

The possibilities of mobile technology generate new demands for vocational teacher trainers to transform their approach to work and to incorporate its usage into their ordinary educational practice. This paper presents findings of a focus discussion group (FDG) session on the usage of iPads within a school of vocational teacher education (SoVTE). It aims to clarify how the teacher trainers are using iPads and what has changed in their work during the usage of iPads. The analytical framework bases on content analysis and expansive learning cycle. It was not only found what kind of a role iPads played in their daily practices but it brought also into attention how a cultural change regarding the usage of social media and mobile technology was desperately needed in the whole work community. Thus, the FGD was abducted for developing the knowledge practices of the community of the SoVTE.

Authors:

• Päivi Aarreniemi-Jokipelto
• Merja Alanko-Turunen

Keywords:

• iPad
• mobile learning
• vocational teacher education.

References:

[1] R. A. Krueger and M.A. Casey, Focus groups: A practical guide for
applied researchers Thousand Oaks, CA: Sage, 2000, (3rd ed.).
[2] M. Laakkala, H. Muukkonen, S. Paavola and K. Hakkarainen,
"Designing pedagogical infrastructures in university courses for
technology-enhanced collaborative inquiry" Research and Practice in
Technology Enhanced Learning vol 3(1), 33-36, 2008.
[3] R. McHaney and J. Daniel, The new digital shoreline: How web 2.0 and
millennials are revolutionising higher education. Sterling, VA: Stylus
Publishing, 2011.
[4] H. Pönk├ñ, N, Impiö and V. Vallivaara, Sosiaalisen median opetusk├ñyttö.
Oppimisen teoriaa ja kokemuksia DevelOPE-hankkeesta. Oulun
yliopiston oppimateriaalia. Didascalica Universitas Ouluensis.
Kasvatustiede E 4, 2012.
[5] A. Lohr "E-Learning using iPads. An e-learning scenario using mobile
devices and sensors for measurements. 11th IEEE International
Conference on Advanced Learning Technologies, 2011.
[6] R. Meurant, "Providing every student with an iPad as a means of helping
develop Korean EFL digital literacy", Sixth International Conference on
Networked Computing and Advanced Information Management (NCM).
2010.
[7] S. Henderson and J. Yeow, " iPad in education: A case study of iPad
adoption and use in a primary school", 45th Hawaii International
Conference on System Sciences, 2012.
[8] A. Preciado-Babb, "Incorporating the iPad in the mathematics
classroom-Extending the mind into the collective", Global Engineering
Education Conference (EDUCON). 2012 IEEE.
[9] S.F. Ahmed, M. Chang and Kinshuk, "Recommend Computer Studies
Courses for Students Taken based on Supported Mobile Learning
Modes", 2012 IEEE International Conference on Technology Enhanced
Education (ICTEE).
[10] A. Valtonen, "Ryhmäkeskustelut laadullisena tutkimusmetodina," In
Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimustavan
valintaan A. Puusa and P. Juuti (eds.) Helsinki: Hansaprint, 2011, pp. 88
- 101.
[11] B. Halkier, "Focus groups as social enactments: integrating interaction
and content in the analysis of focus group data," Qualitative Research
vol 10, pp. 71-89, 2010.
[12] Y. Engeström, "Innovative learning in teams: Analyzing cycles of
knowledge creation in practice". In Perspectives on activity theory Y.
Engeström, R. Miettinen and R-L. Punam├ñki (eds.). Cambridge:
Cambridge University Press, pp. 377-404, 1999.
[13] K. Hakkarainen, "A knowledge-practice perspective on technologymediated
learning," Computer-supported learning Vol. 4, pp. 213-231,
2009.