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Mobile technology in hospital schools: What are teachers’ professional learning needs?
article

, , , Murdoch University, Australia

Journal of Technology and Teacher Education Volume 25, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Hospitalised students cannot attend their regular schools and as a result their educational progress and development can suffer. In an attempt to address this, hospital schools provide learning support, including teachers, that assists students to maintain their learning. In an endeavour to improve learning outcomes for their students, a hospital school in Australia recently began an initiative to introduce mobile technologies and relevant digital pedagogies. This article describes a mixed methods investigation of teacher perceptions of the unique learning environment of the hospital school, and their needs during the early stages of the initiative. The results suggest hospital teachers’ technology needs are personal, contextual and diverse. Specifically, teachers required personalised, work-embedded continuous professional development, supported with appropriate individual technology access with time to learn and share. Personal coaching as part of the professional development provided immediate guidance and support for the teachers, while they reflected and collaborated with other teachers who shared the experience of transforming their teaching and the hospital's learning environment.

Citation

McCarthy, A., Maor, D. & McConney, A. (2017). Mobile technology in hospital schools: What are teachers’ professional learning needs?. Journal of Technology and Teacher Education, 25(1), 61-89. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 24, 2019 from .

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Cited By

  1. Editorial: What we learned about Technology and Teacher Education in 2017

    Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States

    Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375

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