Using action learning to support mobile pedagogies: the role of facilitation

ABSTRACT

The rate of change in the use of digital technologies in schools means that professional learning regarding technology-enhanced learning is constantly required for school teachers. The focus of this article is on how an action learning (AL) approach supported the professional learning of teachers regarding adoption of mobile technologies in their teaching. In particular, the article investigates the role of facilitation in the action learning process and explores an AL process implemented at two schools, one a primary school and the other a secondary school. Drawing on qualitative methodology, a multi-site case study using observations, field notes and interviews was implemented to investigate the effectiveness of the AL approach. It was found that different kinds of facilitation were central to the success of the process, and that facilitation impacted on teacher agency. The article concludes with recommendations for action learning projects.

KEYWORDS:

• Professional learning
• action learning
• mobile learning
• facilitation
• qualitative research

Acknowledgments

This project was carried out by the UTS researchers named above and funded by Microsoft.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Microsoft Research.

Notes on contributors

Damian Maher

Damian Maher is a senior lecturer at the School of International Studies and Education (SOISE) in the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). Damian’s research interests are located mainly around a STEM focus in primary, secondary and tertiary settings with an emphasis on the use of technology. He has published 50 journal articles and book chapters and has worked on numerous research projects.

Sandy Schuck

Sandy Schuck is an Adjunct Professor of Education in the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). She was the founding co-director of the STEM Education Futures Research Centre at UTS. Her research interests include: mobile learning, teacher professional learning with technologies, technology-enhanced–learning, teacher retention and attrition, and mathematics learning and teaching. She has co-authored or co-edited six books and over 70 articles and chapters. She has led or participated in numerous funded projects, with international and national team members.