Skip to main content

Metapholio: A Mobile App for Supporting Collaborative Note Taking and Reflection in Teacher Education

Abstract

Mobile technologies open up new ways of fostering reflection in teacher education. With the intention of tying reflection closer to the actions in the classroom, facilitating multimedia recordings, providing prompts for reflection and fostering discussions between pre-service teachers, experienced teachers and university mentors, we developed the “Metapholio” app and tested it in the context of teaching internships. This app supports pre-service teachers in collecting noteworthy moments in the classroom by providing functionalities for individual and collaborative note taking. Notes can be created in the form of written text, photography, audio recordings and video recordings. Each note can be commented on and discussed with invited peers, experienced teachers and university mentors, who can also record moments themselves. Furthermore, the app makes it possible to select notes and attach them to more general written or spoken reflections on teaching and learning. Theoretical frameworks and writing prompts that are part of the app serve as scaffolds for such reflections. Peers, teachers and mentors can be invited to join the conversation on reflections. With the help of this app, pre-service teachers can, moreover, create their own multimedia mobile portfolio, which acts as a hybrid space for professional development in teacher education.

This is a preview of subscription content, access via your institution.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

References

  1. Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology and Society, 17(4), 17–32.

    Google Scholar 

  2. Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525.

    Article  Google Scholar 

  3. Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57, 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x.

    Article  Google Scholar 

  4. Burn, K., & Mutton, T. (2015). A review of ‘research-informed clinical practice’ in initial teacher education. Oxford Review of Education, 41, 217–233. https://doi.org/10.1080/03054985.2015.1020104.

    Article  Google Scholar 

  5. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/s0742-051x(02)00053-7.

    Article  Google Scholar 

  6. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399.

    Article  Google Scholar 

  7. Dewey, J. (1904). The relation of theory to practice in education. In C. A. McMurry (Ed.), The relation between theory and practice in the education of teachers: Third Yearbook of the National Society for the Scientific Study of Education, Part 1 (pp. 9–30). Chicago: The University of Chicago Press.

    Google Scholar 

  8. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16–25. https://doi.org/10.3102/0013189x032003016.

    Article  Google Scholar 

  9. Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41–67.

    Article  Google Scholar 

  10. Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. https://doi.org/10.1007/978-3-531-19381-6_20.

    Article  Google Scholar 

  11. Hübner, S., Nückles, M., & Renkl, A. (2010). Writing learning journals: Instructional support to overcome learning-strategy deficits. Learning and Instruction, 20, 18–29. https://doi.org/10.1016/j.learninstruc.2008.12.001.

    Article  Google Scholar 

  12. Jansen, R. S., Lakens, D., & IJsselsteijn, W. A. (2017). An integrative review of the cognitive costs and benefits of note-taking. Educational Research Review, 22, 223–233. https://doi.org/10.31234/osf.io/ty4nq.

    Article  Google Scholar 

  13. Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? Educational Psychologist, 51(2), 247–265. https://doi.org/10.1080/00461520.2016.1158654.

    Article  Google Scholar 

  14. Könings, K. D., van Berlo, J., Koopmans, R., Hoogland, H., Spanjers, I. A. E., ten Haaf, J. A., et al. (2016). Using a smartphone app and coaching group sessions to promote residents’ reflection in the workplace. Academic Medicine, 91(3), 365–370. https://doi.org/10.1097/acm.0000000000000989.

    Article  Google Scholar 

  15. Kori, K., Pedaste, M., Leijen, Ä., & Mäeots, M. (2014). Supporting reflection in technology-enhanced learning. Educational Research Review, 11, 45–55. https://doi.org/10.1016/j.edurev.2013.11.003.

    Article  Google Scholar 

  16. Korthagen, F. A. J., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041. https://doi.org/10.1016/j.tate.2006.04.022.

    Article  Google Scholar 

  17. Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83–93. https://doi.org/10.1016/j.tate.2014.02.002.

    Article  Google Scholar 

  18. Mueller, P. A., & Oppenheimer, D. M. (2016). Technology and note-taking in the classroom, boardroom, hospital room, and courtroom. Trends in Neuroscience and Education, 5(3), 139–145. https://doi.org/10.1016/j.tine.2016.06.002.

    Article  Google Scholar 

  19. Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.

    Google Scholar 

  20. Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671.

    Article  Google Scholar 

  21. Zeichner, K. M., & Liu, K. Y. (2010). A critical analysis of reflection as a goal for teacher education. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry. Mapping a way of knowing for professional reflective inquiry (pp. 67–84). New York: Springer. https://doi.org/10.1007/978-0-387-85744-2_4.

    Chapter  Google Scholar 

  22. Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135. https://doi.org/10.1177/0022487114560908.

    Article  Google Scholar 

Download references

Author information

Affiliations

Authors

Corresponding author

Correspondence to Dominik Petko.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Petko, D., Schmid, R., Müller, L. et al. Metapholio: A Mobile App for Supporting Collaborative Note Taking and Reflection in Teacher Education. Tech Know Learn 24, 699–710 (2019). https://doi.org/10.1007/s10758-019-09398-6

Download citation

Keywords

  • Teacher education
  • Mobile learning
  • Reflection
  • Microblogging
  • Note taking