Groups advocate for mobile learning, 21st century education

“This paper provides educators and policy makers with the policy context and points to several examples in the United States and Canada around mLearning,” said Wolf.

“Mobile Learning for Teachers in North America” examines how educators can use mobile learning to attain professional development (PD) that further expands their knowledge and understanding of pedagogy and develops classroom curriculum.

While providing examples of successful approaches to mobile learning in PD, the paper outlines particular types of mobile learning and their benefits to educators–from accessing online courses to improving communication with parents, colleagues, and students.

For more on mobile learning, see:

Mobile Learning: Effective Anytime, Anywhere Education

In addition, the authors offer the following recommendations for developing mobile learning-focused PD:

  • Move from one-size-fits-all to personalized PD.
  • Focus on pedagogy and content rather than specific tools.
  • Use mobile technologies for PD during naturally occurring downtime.
  • Set aside time for collaboration among teachers in a school or district.

“The ubiquitous nature of mobile technology affords educators with additional access points to professional learning opportunities,” said Fritschi. “Educators now have the potential to experience quality, job-embedded or personalized professional development without being tethered to a computer or a face-to-face session. Mobile technologies transform when and how educators engage in professional learning.”

The papers are part of a series that “helps the organization better understand how mobile technologies can support education for all and improve education access, quality, and equity,” said Francesc Pedro, chief of section for teacher development and education policies at UNESCO.

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