Samenvatting
t-MAIL [Teacher Mobile Application for Innovative Learning] aims to develop and test a mobile application supporting policy, teacher education, and primary school teachers in implementing classroom practices that stimulate students’ self-regulated learning (SRL).
There is a large body of evidence on the importance of SRL, due to its positive impact on student success within and outside schools. Still, the evidence-based support for these essential learning-to-learn skills remains to be fully integrated within primary school practices. Different barriers exist, from policy, teacher education to teacher level. These multi-leveled challenges impede the accurate implementation of related SRL policies. Policy lacks the respective tools to enable translation and impact monitoring into practice. Teacher educators struggle with differentiating their instruction towards teachers’ needs, whilst effectively integrating digital learning practices. Lastly, teachers lack the necessary skills and tools to accurately support students’ SRL.
t-MAIL aims to address the needs of these different target groups by designing activities to support the development and testing of a mobile app. It delivers a personalized training course on SRL for in-service primary school teachers. Data generated through the mobile app will be processed through learning analytics and semantics. This approach, in support of data-driven teacher education, will enable the personalization of teachers’ and students’ learning, ultimately facilitating evidence-based policy making pathways.
In order to thoroughly prepare the design of the mobile application and teacher training course, t-MAIL (1) summarized the most recent theoretical and scientific insights on self-regulated learning, mobile learning, and professional development, (2) studied existing teacher training materials, and (3) examined stakeholders’ views about self-regulated and mobile learning. In addition to these insights, this report presents an overview of policies concerning student autonomy and self-regulated learning in the project’s pilot countries: Belgium (Flanders), Spain, and UK.
There is a large body of evidence on the importance of SRL, due to its positive impact on student success within and outside schools. Still, the evidence-based support for these essential learning-to-learn skills remains to be fully integrated within primary school practices. Different barriers exist, from policy, teacher education to teacher level. These multi-leveled challenges impede the accurate implementation of related SRL policies. Policy lacks the respective tools to enable translation and impact monitoring into practice. Teacher educators struggle with differentiating their instruction towards teachers’ needs, whilst effectively integrating digital learning practices. Lastly, teachers lack the necessary skills and tools to accurately support students’ SRL.
t-MAIL aims to address the needs of these different target groups by designing activities to support the development and testing of a mobile app. It delivers a personalized training course on SRL for in-service primary school teachers. Data generated through the mobile app will be processed through learning analytics and semantics. This approach, in support of data-driven teacher education, will enable the personalization of teachers’ and students’ learning, ultimately facilitating evidence-based policy making pathways.
In order to thoroughly prepare the design of the mobile application and teacher training course, t-MAIL (1) summarized the most recent theoretical and scientific insights on self-regulated learning, mobile learning, and professional development, (2) studied existing teacher training materials, and (3) examined stakeholders’ views about self-regulated and mobile learning. In addition to these insights, this report presents an overview of policies concerning student autonomy and self-regulated learning in the project’s pilot countries: Belgium (Flanders), Spain, and UK.
| Originele taal-2 | English |
|---|---|
| Opdrachtgevend orgaan | European Commission |
| Aantal pagina's | 38 |
| Status | Published - 2017 |