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** A Western Australian Schools-University Partnership Model ** Frank Bate Senior Lecturer, School of Medicine, University of Notre Dame, Fremantle, Australia frank.bate@nd.edu.au Jean Macnish ICT Co-ordinator, School of Education, University of Notre Dame, Fremantle, Australia jean.macnish@nd.edu.au
 * Using Mobile Learning Technologies as a Catalyst for Educational Change in Early Childhood Education: **
 * Abstract: **// This paper discusses the design and implementation of a research investigation into how mobile learning technologies can enhance early childhood education in two public sector schools set in Perth, Western Australia. The research is a three year doctoral study that tracks educational change as experienced by University academics, undergraduate pre-service teachers, practising teachers, school leaders and parents. A case study method is adopted to generate insights into educational change at different levels in two schools and a university. This paper explores the development of partnerships at macro- and micro- levels including decision-making processes that underpin the selection of hardware and software; commitment of senior managers at participating organisations; involvement of parents in developing their technological knowledge; and the sharing of pedagogical and technological knowledge between undergraduate pre-service teachers and practicing teachers. //

**Introduction** The use of tactile- and touch screen-enabled mobile learning technologies have been shown to have a significant positive impact on student learning particularly in the early years of education (OECD, 2010; Somekh, 2007). The release of iPads and Android equivalents has created a sense of excitement in the early childhood education community about the potential of information and communications technologies (ICT) to tailor teaching and learning to individual needs. However, a plethora of research released over the last decade has shown that the uptake of ICT in the classroom has been slow (Bate, 2010; Traxler, 2009). There are concerns about whether technology should be an integral part of the learning experience in early childhood programs (eg DeLoache, Chiong, Islam, et al. 2010; Rogow 2007; Sook-Jung, Bartolic, & Vandewater 2009; Tompoulos, Dreyer, Berkule, et al. 2010; Vandewater et al. 2007). However, other researchers (Li and Atkins,2004; Neuman, Newman & Dwyer, 2010, Voogt and McKkeney 2007) suggest that information and ICT can be a powerful and positive tool for teaching and learning in the early childhood years. Despite the low cost and user-friendly design of many mobile devices today, there is some evidence that knowledge and skill deficiencies may still exist in twenty first century classrooms (REF). Mishra and Koehler (2006) posit that exemplary teachers call upon three types of knowledge in developing rich learning environments: content knowledge, pedagogical knowledge and technological knowledge. The authors argue that meaningful learning is typically found at the intersection of these three knowledge types. The study that underpins this paper asserts that most undergraduate early childhood education (ECE) pre-service teachers (typically Generation Y) are comfortable with mobile learning technologies. However, when set in real world teaching contexts (e.g. during practical immersion at school sites), many ECE pre-service teachers exhibit deficiencies in harnessing mobile devices or any ICT for that matter. Experienced practicing teachers, on the other hand, may have well honed pedagogical knowledge, but in the schools identified for this study lack knowledge of the range of mobile learning technologies available in ECE and skills in how to best harness these for the benefit of learners. The research, therefore, set out to discern whether a partnership model between two schools and a university could be beneficial for undergraduate pre-service teachers, practising teachers, senior managers in schools, parents and university academics. **The case studies** The research documents a mobile learning intervention at two case study sites in metropolitan Perth, Western Australia. The sites were chosen largely because of their proximity to the university. From the outset, it was envisaged that the partnership would involve cross-fertilisation of undergraduate pre-service teachers and practising teachers. Logistically, therefore, it was important to minimise travel time between sites. Principals and deputy principals from both schools were supportive of the idea of partnering with a university, and teaching staff were enthused by the possibilities of working with new learning technologies, liaising with university academics and working with undergraduate pre-service teachers on specific projects. The idea underpinning the research was to form a community of learners around the “problem” of integrating mobile learning technologies into the curriculum. Specifically, this has involved practicing teachers visiting the university and attending segments of the “Transforming Learning through ICT” unit; practicing teachers working with undergraduate pre-service teachers on targeted curriculum development projects using mobile learning technologies; undergraduate pre-service teachers delivering technology-rich lessons using mobile learning technologies and receiving feedback from practicing teachers; and university academics addressing school and parent forums to discuss how new learning technologies can be best used in home and school settings. Prior to initiating the above arrangements, undergraduate pre-service teachers had minimal access to contemporary mobile learning technologies or school settings in which to embed these technologies. To enable a measure of comparison between a quasi status quo situation and the chosen case study sites, one group of undergraduate pre-service teachers will have access to the same mobile learning technologies, but will continue with the classroom-based approach to learning about how these technologies can be implemented in a school setting (rather than actually being involved in visiting a case study site or working with a practicing ECE teacher.   The three year research project is supported by funding from the Public Education Endowment Trust in Western Australia. One of the key objectives of the research is to develop sustainable partnerships with the schools involved to facilitate ongoing change and continuous improvement. The other key research objectives are to examine //the effectiveness of mobile learning technologies in ECE and// //i////nvestigate the potential of the synergy between undergraduate pre-service teachers and practising teachers for improving pedagogical and technological knowledge.// **Research questions** To achieve these objectives four core research questions have guided the research so far: This is a complex question. Any investigation into the costs and benefits of educational innovations should consider a range of factors including how mobile learning are used in the classroom, what impact they might have on student attainment, how teachers’ knowledge and skills shift, the effect of mobile learning on classroom dynamics including the management of students, and the type of support parents provide their children. Undergraduate pre-service teachers have been shown to develop high levels of technological competence in ICT as they progress through their degree. However they lack opportunities to integrate ICT into a real pedagogical experience. Conversely, practicing teachers typically have sophisticated pedagogical knowledge, but many have not been exposed to the latest developments in ICT. This research question is aimed at investigating the synergy between the pre-service and practicing teachers using a community of practice approach. Partnerships between university and school communities have great potential in terms of sharing ideas, generating knowledge and improving practices. By investigating the process underpinning the conduct of the research and its relationship to sustainable educational change, other universities and their communities have a model to consider and, where appropriate, tailor to their needs. Many schools are characterised by parents and teachers relying on rumour and unverified reports on the costs and benefits of mobile learning. This research is about empowering school communities with access to the latest knowledge on the potential and challenges of mobile learning. **Method**
 * 1) What are the costs and benefits of implementing mobile learning in early childhood education?
 * 1) To what extent can undergraduate pre-service teachers and practicing teachers help each other in the mastery of mobile learning for the benefit of student learning?
 * 1) To what extent can schools-university partnerships institute sustainable educational change?
 * 1) To what extent does parent understanding on the educational value of mobile learning change as a result of the school – university partnership?

The study acknowledges that all participants in a social setting experience the world uniquely and has adopted a pragmatic approach which requires the active participation of the researchers in disturbing the intellectual equilibrium schools. By actively intervening in the social setting, participants might be challenged to consider how contemporary technologies can impact upon the learning process and how their pedagogy could change as a result. The research model is shown as Figure 1.
 * ** School A **  Supportive leadership;   Practicing ECE teachers   Early childhood students  ||


 * ** School B **  Supportive leadership;   Practicing ECE teachers;   Early childhood students  ||


 * ** Traditional classroom-based approach **  Pre-service teachers  ||


 * ** University **  Research;   Mobile devices;   Technological/ pedagogical knowledge;   Pre-service teachers  ||

// Figure 1. //
 * ** Parents **  Interested in optimising the educational use of mobile devices for their children  ||

A mix of qualitative and quantitative data collection techniques have been chosen including undergraduate pre-service teacher, practising teacher and parent questionnaires, focus groups, interviews and observations. This type of mixed methods approach provides a potential for greater breadth and depth in responding to research questions (Eisner, 1979). The range of participants involved in the research and associated data collection instruments are provided as Table 1.


 * Table 1: Participants’ roles in the research and associated methods of data collection. **


 * ** Participants ** || ** Approx No. ** || ** Role ** || ** Data collection instrument(s) ** ||
 * Practicing ECE teachers || 6 || Engage in learning about how to best integrate ICT in ECE settings. Develop professional relationships with undergraduate pre-service teachers. || Questionnaire, interviews. ||
 * School leaders || 4 || Champion the research and the professional learning opportunities that emerge for the school community. || Interviews. ||
 * Undergraduate pre-service teachers || 56 || Engage in learning about how to best integrate ICT in ECE settings. Develop professional relationships with practicing ECE teachers. || Questionnaire, focus groups, observation. ||
 * Parents || 100 || Provide a supportive home-based learning environment where mobile technologies are used to generate enhanced understandings and tap in to children’s inquisitive nature. || Questionnaire, focus groups. ||
 * University academics || 5 || Facilitate learning for undergraduate pre-service teachers. Provide professional development to practicing ECE teachers, parents and school leaders. Manage research. || Interviews. ||

The research is designed around four discrete phases which are repeated cyclically over the three years of the study.


 * Stage 1: Preparation and ongoing review **

This stage is dedicated to preparing/reviewing the research. Meetings with school leaders and practicing ECE teachers at each school site will occur to ensure ongoing relationship building. Empirical studies from the educational literature will be discussed, and mobile learning technologies will be selected and tested by practicing ECE teachers. ** Stage 2: Undergraduate pre-service teachers complete Transforming Learning through ICT ** In this stage the undergraduate pre-service teachers complete the Transforming Learning through ICT unit. This unit consists of a three hour workshop once a week for 9 weeks. The practicing ECE teachers are invited to attend the ICT unit alongside undergraduate pre-service teachers. Undergraduate pre-service teachers will be invited to develop curriculum modelling the best practice use of mobile learning in an authentic classroom setting or to their peers on the university campus. The lesson sequences created by the groups of pre-service teachers will be made available on a website for use by the participating schools. Focus groups of pre-service teachers and the researcher will be convened and data collected regarding their experiences at the conclusion of the unit. The control group of pre-service teaches will present their lessons to their peers on the university campus. ** Stage 3: Consolidation ** This is a period of mentoring and collaboration between the partner schools and the researcher. Practicing ECE teachers will have the opportunity to implement curricula that has been developed under the partnership. Appropriate mobile learning technologies will be brought into the schools with the objective of advancing the skills and knowledge of the practicing teachers. Professional development will be offered by university academics to the entire school community. Field observation of the pre-service teachers on practicum will be made to determine any difference between those who were involved in the partnerships with the two schools and those in the control group who were not. ** Stage 4: Data analysis and improvement ** This stage is also dedicated to analysis of the data and integrating findings with current literature. A constant comparative approach will be used to the phases of data reduction, data display and to drawing conclusions. The constant comparative method (CCM) (Lincoln & Guba, 1985). will be used to analyse data from the interviews and observations. The data will be fragmented by coding to draw out the separate themes that emerge. Connections between different parts of the interviews will then be sought so that common themes from each interview can be connected. Undergraduate pre-service teachers will also complete a unit called “Planning and Evaluation” and return to the partner schools to deliver another ICT rich lesson. **Current challenges and choices** A number of challenges have been confronted some of which are detailed below: **Conclusion** Through the school-university partnership approach, it is envisaged that participants will develop a shared, deeper understanding of the issues associated with integrating mobile technologies into the ECE learning environment. There is still much debate around the utility of using ICT for learning, particularly in the early years of development (REF). This study seeks to bring in perspectives of practicing teachers, school leaders, undergraduate pre-service teachers, parents and academics. By developing a partnership approach to confronting the issue of harnessing mobile technologies in the early years, the potential for all participants to learn from each other is greatly enhanced. It is believed that this will facilitate an important contribution to the future debate. This paper has described the approach and methods adopted and discussed some initial challenges and choices that have been made. Early indications from the research are that localised partnerships of this nature are highly effective in generating shared knowledge of complex issues.
 * Logistically, timetabling 40 students for visits to two schools was difficult and had to have the support of the Dean of the School of Education to reschedule workshops to coincide with times that were suitable to the practicing ECE teachers (e.g. between 8.30am and 3pm). Time also needed to be allocated to allow undergraduate pre-service teachers to physically travel to one of the two partner schools. Undergraduate ECE pre-service teachers needed to be separated from other pre-service teachers (e.g. primary, secondary) in order to be placed in discrete classes. This had an additional benefit of allowing for a greater level of personalisation in the “Transforming Learning through ICT” unit.
 * Strategies adopted to ensure the curriculum will be meaningful for the early childhood students (e.g. meeting with practicing ECE teachers, ensuring continuity from one lesson to the next). The practicing ECE teachers and Principals see the merit of the project and that the curriculum is integral to its success. During the first workshop of the unit, the learning objectives of the unit and the content will be discussed with the students. The ECE teachers will attend the second workshop to discuss with the pre-service teachers their preferred content areas and options. Students will then be required, with the assistance of the university teachers, to co-ordinate the lesson sequences. For example the learning area might be addition with the aid of Bee-Bots whereby pre-service group 1’s 30 minute interactive presentation would be to introduce Bee-Bots, group 2 would give the children an opportunity to get better acquainted at using Bee-Bots with students using basic programming to move Bee-Bots and revising number recognition. The third group would once more work with Bee-Bots as a teaching and learning tool to add numbers to 20. Alternatively the learning area might be animals with Bee-Bots used in a sequence of group presentations, from recognising animal sounds to animal homes to animal products.
 * Educators today have access to a dizzying array of technologies and tools in which to help promote learning (Auld, Holkner, Fernando, Henderson, Romeo and Russell, 2008). The selection of appropriate mobile learning tools (hardware, software and applications) for specific educational purposes can be challenging. The research used a matrix to rate possible mobile learning tools against established characteristics of meaningful learning, and then used this matrix to guide a cost-benefit analysis. Proposed mobile learning tools were then discussed with participating schools before a final selection was made. One of the key elements in the choice of technologies for the classroom was ensuring that they involved many senses as well as sound, music, or voice (Davis, 2011). Some of the tools chosen included: Bee-Bots, Ipad Minis, Ipods, Sifteo Cubes, Zoom microscopes, and Wiis. Physical manipulation was seen as important to the university researchers, hence the choice of technologies such as Bee-Bots and Sifteo Cubes. The manipulation of the Bee-Bots and Sifteo Cubes, physically interacting with the technologies is intended to add to the concepts of play and problem solving. The intention of the study was to enhance opportunities for the ECE children in communicating, participating, creating and learning through appropriate play-based activities.
 * Tailoring professional development to cater for the variety of participants involved in the research was problematic. For example, a session to examine the potential of iPads in education could attract practicing teachers with sophisticated pedagogical and technological knowledge on the one hand, and parents with very little understanding of ICT and learning theory, on the other.
 * Information technology support services at the University engaging in this research have focused on personal computers and laptops operating primarily in a Microsoft environment. The primary function of the School of Education within this University is the preparation of undergraduate pre-service teachers for public and private education sectors both of whom are increasingly using mobile technologies operating under an Apple platform. Having to persuade a university committed to using and supporting Microsoft tools to move into an educational landscape with a significant Apple presence is an ongoing challenge. One of the unintended outcomes of the machinations between Apple, Android and Microsoft has been the requirement of academic staff to develop knowledge and skills (e.g. setting up and maintaining mobile devices) which are traditionally outside of the remit of an academic. Accepting these responsibilities is probably not sustainable in a university sector where academic performance is measured by core values of research and teaching.

**References** Auld, G., Holkner, B., Fernando, A., Henderson, M., Romeo, G., Russell, G., et al. (2008). //Exemplar schools using innovative learning technologies.// Paper presented at the Australian Computers in Education Conference (ACEC), Canberra, Australia Bate, F. (2010). A bridge too far? Explaining beginning teachers' use of ICT in Australian schools. //Australasian Journal of Educational Technology//, 26(7), 1042-1061. Davis 2011

Eisner, E. (1979). //The educational imagination//. New York: Macmillan.

Lincoln, Y., & Guba, E. (1985). //Naturalistic inquiry//. Thousand Oaks, CA: Sage. Mishra, P., & Koehler, M. J. (2006). [|Technological Pedagogical Content Knowledge: A new framework for teacher knowledge]. //Teachers College Record// 108 (6), 1017-1054. (OECD, 2010) Somekh, B. (2007). Pedagogy and learning with ICT: Researching the art of innovation. London: Routledge. Traxler, 2009