Aubusson, P., Schuck, S. and Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues

Aubusson, P., Schuck, S. and Burden, K. (2009).  Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J, 17(3), pp. 233 — 247. Retrieved on May 31, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/451711_751304989_915792534.pdf


Introduction
Mobile learning is on the rise for reasons of practicality and efficiency. Aubusson, Schuck and Burden state that learning opportunities abound for both student and instructor. New technologies facilitate collective learning and provide current access to viewpoints not expressed by the instructor. The observed transformational effects are an area under-researched in favour of research on ICT integration in school curricula and use of technology on students. Aubusson, Schuck and Burden suggest that without appropriate research the task of critical reflection on individual teaching practices, the chances of transformation are limited.

It is possible that the reason for slow uptake of digital learning in formal education could be connected to the sense of isolation in the work place (e.g. classrooms). Aubusson, Schuck and Burden suggest that opportunities to learn occur in diverse environments and times. Mobile learning opportunities are presented during travelling times between locations (e.g. classroom to playground) and are ripe for professional learning. Aubusson, Schuck and Burden refer to Schon’s reflection-on-action and reflection-in-action and state that mobile learning offers both. They argue for collaboration of learning between student and instructor. Artefacts collected during use of mobile technology (e.g. information shared in text messaging may contribute to new conceptions and behaviour) are not fully recognised as significant to the learning process.

Collaborative and mobile teacher learning
Lifelong learning is required in a profession such as teaching. Collaborative learning is effective in enhancing professional efficacy as information is shared through anecdotes. Exchanges can be limited (e.g. contained within departments or colleagues; teachers wishing to share only with professionals outside the school environment). Aubusson, Schuck and Burden state that collaborative learning is acquired in short bursts as teachers move physically from activity to activity. Mobile learning allows access to expertise in diverse areas and a connection to a professional support network. A sample study by Wishart of teachers and trainees revealed that the most used applications were the calendar, the camera, a search engine and voice notes. Least used were the blog facilities and communication with others.

Dialogue enhances reflection and leads to group reflection. Emphasis should be placed on systematic evaluation through reflection rather than evaluation focused on specific issues. Furthermore, when addressing approaches to learning and teacher-student relationships, an insight into the role and learning of teachers should be considered as it relates to mobile learning.

Methodology
Participants
Eight participants with stakeholder interest and influence in professional learning and ICT in schools took part as a source of data.

Data collection
Respondents were asked about:

• their experiences with mobile devices and their use in professional learning;
• policies that influence or hinder mobile professional learning; and
• ethical issues.

Data analysis
Aubusson, Schuck and Burden kept the focus on actual and potential use of mobile technology in professional learning. Views, perceptions and comprehension levels were analysed. Abstraction established a structural framework to work from. Key elements are mapped to trace possible connections and links that influence. Three themes that emerged:

1. mobile devices used by teachers for professional learning that include concepts such as individual learning, reflection, collaboration and supporting staff development;
2. integrated use of mobile devices by teacher and student include opportunities for feedback and collaboration (in recognition of student achievements); and
3. ethics for use of mobile devices during capture and transmission (involving consent).

Teachers' personal use of mobile devices in professional learning
Reasons include:

• JIT (Just In Time) tool;
• portability; and
• student-teacher interaction.

Mobile devices were seen to enhance integration of technology, but it was acknowledged that the teaching profession has historically been seen to adapt and transform slowly. As there are still diverse levels of ICT skill in teachers, the gap between linking mobile devices and professional learning is ongoing (e.g. teachers' who have never setup or accessed an email account). Scaffolding is required to assist in understanding mobile devices as a tool for professional development. By providing models of use in situational activities (e.g. training in the use of handheld devices), others would learn to conduct individual learning. Personal involvement with a tool allows understanding of its potential. Aubusson, Schuck and Burden indicate that there is a general conception that teachers lack a culture of reflective process (e.g. teachers will save data from a project to reflect an event rather than as a means for professional learning). They state that this viewpoint may be purely anecdotal and have no correlating significance.

Potential use for mobile devices is high, but issues relate to slow adoption of technology and a culture that is yet to embrace reflection in collaborative professional learning (pg. 10). Reports from Australian and British governments highlight the recent developments in technologies to enable the effective practice of sharing and dissemination. Staff development can be embedded in a variety of ways. Aubusson, Schuck and Burden indicate research done in remote regions of Australia reveal few computers in these areas. Mobile technology has become the predominant means of connection. The way to make mobile learning mainstream is by modelling mobile devices as a professional development tool, encouraged by developing student mobile activities.

Teachers and students using mobile devices collaboratively
Incidences of teachers allowing students to integrate mobile devices during lessons are becoming more frequent (e.g. recording experiments; theatre). Despite reports citing the benefits of mobile technology in schools, it has not developed wide acceptance. Aubusson, Schuck and Burden state that incidences of students enjoying the process and feeling a sense of achievement is high.

Ethics of use in the classroom
Issues include:

• public access to information intended for a specific audience (e.g. the view is fairly relaxed concerning distribution as it cannot be accurately controlled, but it is generally agreed that dissemination to a wider audience would require permission);
• sharing of materials professionally (e.g. historically sharing of artefacts between teacher and student has always taken place - photographs, etc.; there was no danger of digital dissemination);
• archiving and record keeping (e.g. parental and student permission sought at the start of the year to encourage reflection on behaviour; sharing with participants may be acceptable; sharing with a wider audience may give rise to harmful consequences); and
• parent and/or student consent (e.g. without specific consent, teachers are unable to make full use of spontaneous occurrences even when mobile devices are available).

Development of policies and school bureaucracies are a result of working reactively towards reducing unethical use. Aubusson, Schuck and Burden identify four levels of consent:

1. permission is not asked, recording is surreptitious (not considered appropriate);
2. permission from student and parent is given to use mobile device technology for learning (ethical in a limited environment);
3. specific permission is requested (ethical in a limited environment); and
4. permission from student and parent is given to use mobile device technology for designated events.

Discussion
While the respondents were able to call on considerable experience in their fields, they cannot be seen to be representative of every teacher. Aubusson, Schuck and Burden suggest that trustworthiness will be established by the reader. Research into the following areas could develop further understanding on the slow uptake of technology:

• the ethics of using mobile devices for professional learning;
• the degree to which most teachers are digitally competent and confident; and
• the degree to which the teaching is a reflective profession.

The portability and multi-function aspects of mobile devices makes their use more appealing than traditional single-purpose devices (e.g. mobile phone vs. camera). Aubusson, Schuck and Burden suggest that technology teaches both student and teacher (pg. 12). Artefacts generated by mobile technologies can be used as the start point for generating an extended discourse of genuine partnership. Different viewpoints and perspectives can be gained by deconstructing the learning/teaching process (e.g. reviewing a recording after the event). The process is both transformative and disruptive. Experience is gained from practice, and is a significant part of the learning sequence.

Current practice in mobile technology is viewed as illicit and subversive (e.g. furtive recording may be used to humiliate instead of encourage) Aubusson, Schuck and Burden state. Popular press in the UK "is littered with examples and criticisms" (pg. 13). Australia has fared better. Generic consent is obtained at the start of each school year. Teachers are unaware of protocols that apply to digital image other than a general prohibition of public access.

Conclusion
Aubusson, Schuck and Burden have highlighted the potential of mobile technology to add new dimensions to personal development. Knowledge production and knowledge sharing is supported and enhanced by mobile technology. Analysis and feedback becomes more comprehensive. Learning opportunities for both teacher and student apply. With a shift in perspective, it is possible to view mobile technology as liberating and empowering. Students need to be prepared to use their mobile devices as learning tools. Aubusson, Schuck and Burden suggest a cautious approach to embracing mobile professional learning.