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Students in an educational technology course in fall 2011 were provided ViewSonic tablets. Evidence from faculty interviews, student online surveys, and a postcourse focus group indicates mobile devices help with future professional responsibilities and facilitate student learning, while proving less effective for planning, assessment, and managing classroom environments.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-the-role-of-mobile-devices-in-a-blended-pre-service-teacher-education-program-abstract/596547/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-the-role-of-mobile-devices-in-a-blended-pre-service-teacher-education-program-abstract/596547.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study trying to determine about mobile devices?","Question",{"text":112,"@type":113},"The study examines whether and how mobile devices can support the required program outcomes in a blended pre-service teacher education degree.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants provided with mobile technology?",{"text":117,"@type":113},"All students enrolled in an educational technology course in fall 2011 received ViewSonic tablets.",{"name":119,"@type":110,"acceptedAnswer":120},"What aspects of teaching and learning did mobile devices support best?",{"text":121,"@type":113},"Participants reported mobile devices were useful for supporting future professional responsibilities and facilitating student learning.",{"name":123,"@type":110,"acceptedAnswer":124},"In which areas were mobile devices less effective?",{"text":125,"@type":113},"Mobile devices were less effective for planning, assessment, and managing the classroom environment.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},596547,1792906930,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 43, No. 3, 2013, pages 56-77  \nInvestigating the role of mobile devices in a blended pre-service teacher education program  \nNorman Vaughan  \nMount Royal University  \nKimberley Lawrence University of Calgary  \nAbstract  \nThe purpose of this research study was to investigate if and how mobile devices could be used to support the required program outcomes in a blended pre-service teacher education degree. All students enrolled in an educational technology course during the fall 2011 semester were provided with ViewSonic tablets. Through faculty interviews, student online surveys, and a postcourse focus group, the study participants indicated that mobile devices could be useful for supporting future professional responsibilities (e.g., career-long learning, collaboration) and facilitating student learning but less effective for planning, assessment, and managing the classroom environment.  \nRésumé  \nLe but de la présente étude était d’analyser si les appareils mobiles pouvaient être utilisés pour appuyer les résultats des programmes requis d’une formation initiale mixte en éducation pour futurs enseignants et, le cas échéant, comment. Ainsi, tous les étudiants inscrits à un cours de technologie de l’éducation durant la session d’automne 2011 ont reçu des tablettes Dellet ViewSonic. Par le truchement d’entrevues avec le corps professoral de la faculté, des sondages en ligne menés auprès d’étudiants et d’entretiens avec  \nCJHE / RCES Volume 43, No. 3, 2013  \nRole of mobile devices in teacher education program / N. Vaughan, K. Lawrence 57  \nun groupe de discussion après la formation, les participants de l’étude ontindiqué que les appareils mobiles pouvaient être utiles pour appuyer leurs responsabilités professionnelles à venir (comme l’apprentissage continu et la collaboration entre collègues au fil de leur carrière) et faciliter l’apprentissage des étudiants, mais qu’ils sont moinsefficaces pour laplanification, l’évaluation et la gestion d’une salle de classe.  \nThe idea of blending different learning experiences has been in existence ever since humans started thinking about teaching (Williams, 2003). What has recently brought the term blended learning into the limelight is the infusion of web-based technologies into the learning and teaching process (Allen & Seaman, 2010; Clark, 2003) . These technologies have created new opportunities for students to interact with their peers, teachers, and content.  \nBlended learning is often defined as the combination of face-to-face and online learning (Sharpe, Benfield, Roberts, & Francis, 2006; Williams, 2002) . Ron Bleed, the former vice chancellor of information technologies at Maricopa College in Arizona, argues that this is not a sufficient definition for blended learning as it simply implies “bolting”technology onto a traditional course, using technology as an add-on to teach a difficult concept or adding supplemental information. He suggests that instead, blended learning should be viewed as an opportunity to redesign the way that courses are developed, scheduled, and delivered through a combination of physical and virtual instruction,“bricks and clicks”(Bleed, 2001). The goal of this redesigned approach to education should be to join the best features of in-class teaching with the best features of online learning to promote active, self-directed learning opportunities for students, with added flexibility (Garnham & Kaleta, 2002; Littlejohn & Pegler, 2007; Norberg, Dziuban, & Moskal, 2011) . This sentiment is echoed by Garrison and Vaughan (2008), who state that “blended learning is the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies”(p. 148). While there are no statistics available for the growth of blended learning in Canadian higher education institutions (Matheos, 2011), a survey of e-learning activity in the Unit","cbCailTtzmoUDb57","https://ap.wps.com/l/cbCailTtzmoUDb57","pdf",587701,22,"English","# Abstract\n## Research purpose and setting\n## Data collection methods\n## Findings on learning support\n## Limitations for classroom planning and assessment","[{\"question\":\"What is the study trying to determine about mobile devices?\",\"answer\":\"The study examines whether and how mobile devices can support the required program outcomes in a blended pre-service teacher education degree.\"},{\"question\":\"How were participants provided with mobile technology?\",\"answer\":\"All students enrolled in an educational technology course in fall 2011 received ViewSonic tablets.\"},{\"question\":\"What aspects of teaching and learning did mobile devices support best?\",\"answer\":\"Participants reported mobile devices were useful for supporting future professional responsibilities and facilitating student learning.\"},{\"question\":\"In which areas were mobile devices less effective?\",\"answer\":\"Mobile devices were less effective for planning, assessment, and managing the classroom environment.\"}]","Investigating the Role of Mobile Devices in a Blended Pre-service Teacher Education Program - Abstract | PDF",1792083279,55]