{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T17:28:45Z","timestamp":1754155725118,"version":"3.41.2"},"reference-count":20,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2016,4,18]],"date-time":"2016-04-18T00:00:00Z","timestamp":1460937600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITSE"],"published-print":{"date-parts":[[2016,4,18]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms \u2013 MLEARN \u2013 in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>Findings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Social Implications<\/jats:title>\n<jats:p>Uses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-01-2016-0002","type":"journal-article","created":{"date-parts":[[2016,4,26]],"date-time":"2016-04-26T04:36:44Z","timestamp":1461645404000},"page":"36-51","source":"Crossref","is-referenced-by-count":0,"title":["Developing mobile learning practices through teacher education"],"prefix":"10.1108","volume":"13","author":[{"given":"Don","family":"Passey","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Joana","family":"Zozimo","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"edition":"4th ed.","volume-title":"Towards Dialogic Teaching: Rethinking Classroom Talk","year":"2008","key":"key2020121621451711400_ref001"},{"volume-title":"Visual Thinking","year":"1969","key":"key2020121621451711400_ref002"},{"issue":"4","key":"key2020121621451711400_ref003","doi-asserted-by":"crossref","first-page":"569","DOI":"10.1177\/009102600203100412","article-title":"Training needs assessment: a must for developing an effective training program","volume":"31","year":"2002","journal-title":"Public Personnel Management"},{"volume-title":"Mobile Learning for Teachers in Europe: Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice (Teacher Focus)","year":"2012","key":"key2020121621451711400_ref004"},{"issue":"1","key":"key2020121621451711400_ref005","first-page":"3","article-title":"Evaluation of handheld devices for mobile learning","volume":"24","year":"2008","journal-title":"International Journal of Engineering Education"},{"volume-title":"The Unschooled Mind: How Children Think, How Schools Should Teach","year":"1991","key":"key2020121621451711400_ref006"},{"first-page":"211","article-title":"iSchool agenda: mobile context research and teaching","year":"2011","key":"key2020121621451711400_ref007"},{"volume-title":"Mobile Learning: A Handbook for Educators and Trainersm","year":"2005","key":"key2020121621451711400_ref008"},{"issue":"6","key":"key2020121621451711400_ref009","doi-asserted-by":"crossref","first-page":"1017","DOI":"10.1111\/j.1467-9620.2006.00684.x","article-title":"Technological pedagogical content knowledge: a framework for teacher knowledge","volume":"108","year":"2006","journal-title":"Teachers College Record"},{"key":"key2020121621451711400_ref010","unstructured":"Naismith, L., Lonsdale, P., Vavoula, G. and Sharples, M. (2004), Literature Review on Mobile Technologies and Learning (Report No. 11), Futurelab, Bristol."},{"issue":"1","key":"key2020121621451711400_ref011","doi-asserted-by":"crossref","first-page":"68","DOI":"10.1109\/TLT.2009.47","article-title":"Mobile learning in school contexts: can teachers alone make it happen?","volume":"3","year":"2010","journal-title":"IEEE Transactions on Learning Technologies: Special Issue on Mobile and Ubiquitous Technologies for Learning"},{"volume-title":"Mobile Learning and Information and Communication Technology Teacher Training in MLEARN Partner Countries: Research Report \u2013 Work Package 4","year":"2014","key":"key2020121621451711400_ref012"},{"volume-title":"Research Report: A Training Needs Analysis to Support Mobile Learning and Information and Communication Technology Teacher Training in MLEARN Partner Countries","year":"2014","key":"key2020121621451711400_ref013"},{"volume-title":"The Reflective Practitioner: How Professionals Think in Action","year":"1983","key":"key2020121621451711400_ref014"},{"issue":"3","key":"key2020121621451711400_ref015","doi-asserted-by":"crossref","first-page":"201","DOI":"10.1080\/02680513.2010.511953","article-title":"Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives","volume":"25","year":"2010","journal-title":"Open Learning: The Journal of Open and Distance Learning"},{"issue":"1","key":"key2020121621451711400_ref016","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1016\/j.compedu.2012.07.004","article-title":"Using mobile technologies to create interwoven learning interactions: an intuitive design and its evaluation","volume":"60","year":"2013","journal-title":"Computers & Education"},{"key":"key2020121621451711400_ref017","unstructured":"US Office of Personnel Management (2016), \u201cTraining and development \u2013 planning & evluating: training needs assessment\u201d, available at: www.opm.gov\/policy-data-oversight\/training-and-development\/planning-evaluating\/#url=Training-Needs-Assessment (accessed 26 April 2014)."},{"volume-title":"Mind in Society: The Development of the Higher Psychological Processes","year":"1978","key":"key2020121621451711400_ref018"},{"key":"key2020121621451711400_ref019","doi-asserted-by":"crossref","unstructured":"Wiliam, D. (2010), \u201cThe role of formative assessment in effective learning environments\u201d, in OECD (Ed.), The Nature of Learning: Using Research to Inspire Practice, available at: www.keepeek.com\/Digital-Asset-Management\/oecd\/education\/the-nature-of-learning\/the-role-of-formative-assessment-in-effective-learning-environments_9789264086487-8-en","DOI":"10.1787\/9789264086487-8-en"},{"issue":"1","key":"key2020121621451711400_ref020","doi-asserted-by":"crossref","first-page":"57","DOI":"10.1080\/09523981003654977","article-title":"Examining potentialities of handheld technology in students\u2019 academic attainments","volume":"47","year":"2010","journal-title":"Educational Media International"}],"container-title":["Interactive Technology and Smart Education"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/www.emeraldinsight.com\/doi\/full-xml\/10.1108\/ITSE-01-2016-0002","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/ITSE-01-2016-0002\/full\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/ITSE-01-2016-0002\/full\/html","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,7,24]],"date-time":"2025-07-24T21:56:30Z","timestamp":1753394190000},"score":1,"resource":{"primary":{"URL":"http:\/\/www.emerald.com\/itse\/article\/13\/1\/36-51\/181139"}},"subtitle":["Outcomes of the MLEARN pilot"],"short-title":[],"issued":{"date-parts":[[2016,4,18]]},"references-count":20,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2016,4,18]]}},"alternative-id":["10.1108\/ITSE-01-2016-0002"],"URL":"https:\/\/doi.org\/10.1108\/itse-01-2016-0002","relation":{},"ISSN":["1741-5659"],"issn-type":[{"type":"print","value":"1741-5659"}],"subject":[],"published":{"date-parts":[[2016,4,18]]}}}