This paper is part of the UNESCO Working Paper Series on Mobile Learning. The Series seeks to better understand how mobile technologies can be used to improve educational access, equity and quality around the world. It comprises fourteen individual papers that will be published throughout 2012.
The Series is divided into two broad subsets: six papers examine mobile learning initiatives and their policy implications, and six papers examine how mobile technologies can support teachers and improve their practice.
[…]Teachers in the United States and Canada participate in professional development (PD) to expand their knowledge and understanding of pedagogy and content. In recent years, the prevalence of technology in schools and the increased availability of digital content and resources have resulted in more PD opportunities focused on the use of technology. While PD often occurs in an online environment, teachers in North America rarely use mobile devices to access online PD, and they are just beginning to participate in PD geared toward using mobile technologies in the classroom. Though mobile learning is still an emergent field, educators are starting to recognize the potential of mobile technologies to deliver PD that is job-embedded, ongoing, sustainable, flexible, personalized and available anywhere at any time.
[…]To access existing and forthcoming titles in the Series, please see:
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/