TY - GEN
T1 - Development and evaluation of a course model to prepare teachers in Mobile-AssisteD-teaching (MAD-teaching)
AU - Chang, Chun Yen
AU - Chien, Yu Ta
N1 - Publisher Copyright:
© Springer International Publishing Switzerland 2015.
PY - 2015
Y1 - 2015
N2 - This paper introduces the 4-phase cyclic MAGDAIRE model (Modelled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to prepare pre-service teachers for Mobile-AssisteD-teaching (MAD-teaching). In 2012, MAGDAIRE was deployed in a teacher preparation course. Thirty-five pre-service teachers participated in this course. The results suggested that MAGDAIRE efficiently and effectively assisted pre-service teachers’ in crafting MAD-teaching modules. A total of 13 MAD-teaching modules applicable to classrooms, including 13 teaching plans, 14 learning sheets, and 6 sets of assessment, were developed. The results of peer assessment indicated that the pre-service teachers’ MAD-teaching performances were acceptable, in terms of whether they could fluently use Apps in teaching and whether they could appropriately leverage Apps to support teaching methods and the subject matter to be taught; the mean scores of all the items on the peer assessment were beyond the median level (2.5; Min. = 1 and Max. = 4).
AB - This paper introduces the 4-phase cyclic MAGDAIRE model (Modelled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to prepare pre-service teachers for Mobile-AssisteD-teaching (MAD-teaching). In 2012, MAGDAIRE was deployed in a teacher preparation course. Thirty-five pre-service teachers participated in this course. The results suggested that MAGDAIRE efficiently and effectively assisted pre-service teachers’ in crafting MAD-teaching modules. A total of 13 MAD-teaching modules applicable to classrooms, including 13 teaching plans, 14 learning sheets, and 6 sets of assessment, were developed. The results of peer assessment indicated that the pre-service teachers’ MAD-teaching performances were acceptable, in terms of whether they could fluently use Apps in teaching and whether they could appropriately leverage Apps to support teaching methods and the subject matter to be taught; the mean scores of all the items on the peer assessment were beyond the median level (2.5; Min. = 1 and Max. = 4).
KW - Mobile learning
KW - Mobile-assisted teaching
KW - Science teaching
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=84947929661&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84947929661&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-19875-0_15
DO - 10.1007/978-3-319-19875-0_15
M3 - Conference contribution
AN - SCOPUS:84947929661
SN - 9783319198743
T3 - Smart Innovation, Systems and Technologies
SP - 163
EP - 169
BT - Smart Education and Smart e-Learning
A2 - Howlett, Robert J.
A2 - Uskov, Vladimir L.
A2 - Jain, Lakhmi C.
PB - Springer Science and Business Media Deutschland GmbH
T2 - 2nd International KES Conference on Smart Education and Smart e-Learning, SEEL 2015
Y2 - 17 June 2015 through 19 June 2015
ER -