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The authors reviewed qualitative studies focused on transforming initial teacher education programs with mobile technologies and applied a meta-ethnography approach to compare and interpret evidence across studies. The review analyzed 13 eligible studies (2012–2022) from Web of Science and synthesized results into micro-, meso-, and macro-level themes, leading to a transformation model and directions for further research.",{"@graph":69,"@context":122},[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/transforming-initial-teacher-education-program-with-mobile-technologies-a-synthesis-of-qualitative-evidences/601455/",{"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/transforming-initial-teacher-education-program-with-mobile-technologies-a-synthesis-of-qualitative-evidences/601455.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method did the authors use to synthesize the qualitative evidence?","Question",{"text":112,"@type":113},"They used a meta-ethnography approach to compare, contrast, and interpret synthesized qualitative evidences across multiple studies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the findings organized in the review?",{"text":117,"@type":113},"The findings were divided into three sections: micro-level conceptions, meso-level institutional approaches, and macro-level policies and financial supports.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcome did the review produce for initial teacher education programs?",{"text":121,"@type":113},"Based on the synthesized findings, the authors developed a model for transforming initial teacher education programs with mobile technologies and proposed future research directions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601455,1792165094,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Initial with Mobile Technologies A synthesis of qualitative evidences  \nTransforming Initial Teacher Education Program with Mobile Technologies. A synthesis of qualitative evidences  \nAyubu Ngao  \n[ayubungao@gmail.com](ayubungao@gmail.com)  \n[https://orcid.org/0000-0003-0916-3335](https://orcid.org/0000-0003-0916-3335)  \nBeijing Normal University in China, China  \nGuoyuam Sang  \n[guoyuan.sang@bnu.edu.cn](guoyuan.sang@bnu.edu.cn)  \n[https://orcid.org/0000-0003-2684-0182](https://orcid.org/0000-0003-2684-0182)  \nBeijing Normal University in China, China  \nJo Tondeur  \n[Jo.Tondeur@vub.be](Jo.Tondeur@vub.be)  \n[https://orcid.org/0000-0002-3807-5361](https://orcid.org/0000-0002-3807-5361)  \nVrije Universiteit Brussel, Belgium  \nJimmy Ezekiel Kihwele  \n[kihwelejim@gmail.com](kihwelejim@gmail.com)  \n[https://orcid.org/0000-0001-9152-5029](https://orcid.org/0000-0001-9152-5029)  \nMzumbe University, Tanzania  \nJasmin Omary Chunga  \n[jasminchunga@outlook.com](jasminchunga@outlook.com)  \n[https://orcid.org/0000-0003-1708-2607](https://orcid.org/0000-0003-1708-2607)  \nBeijing Normal University in China, China  \nAbstract  \nMobile technologies have increasingly been used in education for enhancing teaching and learning among students. The authors reviewed qualitative studies that focused on approaches towards transforming initial teacher education programs with mobile technologies. With the use of meta-ethnography approach, we compared, contrasted and interpreted the synthesis of qualitative evidences across numerous studies. This review analyzed 13 eligible studies from Web of Science conducted in different countries from 2012 to 2022. The findings were divided into three sections: (1) theme related to conceptions about the use of mobile technologies at micro-level (e.g., perceptions and affordances), (2) themes related to institutional approaches at the meso-level (e.g., professional training, technical supports, motivating and collaborative environment) and (3) theme related to policies and financial supports at the macro-level. Based to these findings, the model for transforming initial teacher education programs with mobile technologies was developed. By intensive discussions of the results, feasible conclusions were derived and future directions for further research on mobile technologies were provided.  \nKeywords  \nMobile technologies; Initial teacher education program; Transforming; Synthesis of qualitative evidence  \nDigital Education Review ⎮ ISSN 2013-9144 ⎮ [http://revistes.ub.edu/der](http://revistes.ub.edu/der)  \nNumber 43, June 2023 ⎮ [http://doi/10.1344/der.2023.43.18-34](http://doi/10.1344/der.2023.43.18-34) 18  \nI. Introduction  \nAdvancement of science and technology indicates enough evidence to the development and adoption of mobile technologies in teaching and learning. The use of mobile technologies become mostly used and acceptable means to support education at all levels (Churchill et al., 2018) . These adoption of mobile technologies in classroom environment such as online and offline courses provide students and teachers with essential changes in their learning process (Martins et al., 2018) . Different studies on mobile technologies (e.g., Churchill, 2016; Churchill & Wang, 2014; Lim & Churchill, 2016; Wong, 2010; Wong & Looi, 2011) highlighted the affordances of mobile technologies in the aspects of social medias, representational and cloud computing which enabled the adoption of various new pedagogies across different learning environment.  \nHowever, these studies categorized mobile technologies into main three areas which need more attention such as learning with mobile technologies (Churchill, 2016; Churchill & Wang, 2014) learners on move (Lim & Churchill, 2016; Wang & Shen, 2012) and ubiquitous learning environment (Kearney et al., 2012; Song, 2014) . Tavernier & Hu,(2020) stipulated that, all these mobile technologies bring and support the constructive, behaviorist, collaborative, situated, informal as well ","cbCaikyMzFnxBScN","https://ap.wps.com/l/cbCaikyMzFnxBScN","pdf",248649,"English","# Introduction\n## Mobile technologies adoption in teaching and learning\n## Affordances and learning approaches\n## Link between mobile technologies and initial teacher education","[{\"question\":\"What method did the authors use to synthesize the qualitative evidence?\",\"answer\":\"They used a meta-ethnography approach to compare, contrast, and interpret synthesized qualitative evidences across multiple studies.\"},{\"question\":\"How were the findings organized in the review?\",\"answer\":\"The findings were divided into three sections: micro-level conceptions, meso-level institutional approaches, and macro-level policies and financial supports.\"},{\"question\":\"What outcome did the review produce for initial teacher education programs?\",\"answer\":\"Based on the synthesized findings, the authors developed a model for transforming initial teacher education programs with mobile technologies and proposed future research directions.\"}]","Transforming Initial Teacher Education Program with Mobile Technologies - A synthesis of qualitative evidences | PDF",1792092647,48]