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How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed. |
