Metapholio: A Mobile App for Supporting Collaborative Note Taking and Reflection in Teacher Education
- PDF / 1,291,523 Bytes
- 12 Pages / 439.37 x 666.142 pts Page_size
- 37 Downloads / 195 Views
Metapholio: A Mobile App for Supporting Collaborative Note Taking and Reflection in Teacher Education Dominik Petko1 · Regina Schmid2 · Laura Müller2 · Michael Hielscher2
© Springer Nature B.V. 2019
Abstract Mobile technologies open up new ways of fostering reflection in teacher education. With the intention of tying reflection closer to the actions in the classroom, facilitating multimedia recordings, providing prompts for reflection and fostering discussions between pre-service teachers, experienced teachers and university mentors, we developed the “Metapholio” app and tested it in the context of teaching internships. This app supports pre-service teachers in collecting noteworthy moments in the classroom by providing functionalities for individual and collaborative note taking. Notes can be created in the form of written text, photography, audio recordings and video recordings. Each note can be commented on and discussed with invited peers, experienced teachers and university mentors, who can also record moments themselves. Furthermore, the app makes it possible to select notes and attach them to more general written or spoken reflections on teaching and learning. Theoretical frameworks and writing prompts that are part of the app serve as scaffolds for such reflections. Peers, teachers and mentors can be invited to join the conversation on reflections. With the help of this app, pre-service teachers can, moreover, create their own multimedia mobile portfolio, which acts as a hybrid space for professional development in teacher education. Keywords Teacher education · Mobile learning · Reflection · Microblogging · Note taking
1 Introduction and Description of the Emerging Technology Teacher education programs typically rely on a combination of academic education and clinical practice experiences (Darling-Hammond 2017). As regards the linkage of these two components, teacher education looks back on a long tradition of emphasizing the importance of professional reflection (Clarke and Hollingsworth 2002; Dewey 1904; Fendler 2003; Korthagen et al. 2006). Teachers at all career stages are expected to reflect on classroom experiences and to attend to practical problems in a deliberate and scientifically informed way. By doing so, they are not only meant to expand their expertise and but also * Dominik Petko [email protected] 1
Institute of Education, University of Zurich, Kantonsschulstrasse 3, 8001 Zurich, Switzerland
2
Institute for Media and Schools, Schwyz University of Teacher Education, Goldau, Switzerland
13
Vol.:(0123456789)
D. Petko et al.
to integrate theory and practice. In contrast to other disciplines with a strong connection between academic education and practical training such as medical education, teacher education faces a considerable extent of ambiguity with respect to its theoretical knowledge base, which makes reflection all the more important (Biesta 2007). Research has shown, however, that it is very challenging to design reflective activities in teacher education that liv
Data Loading...
