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.

中文翻译：

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使用行动学习来支持移动教学法：促进的作用

摘要学校中数字技术使用率的变化意味着学校教师不断需要有关技术增强学习的专业学习。本文的重点是行动学习（AL）方法如何支持教师在其教学中采用移动技术的专业学习。特别是，本文调查了促进在行动学习过程中的作用，并探讨了在两所学校（一所小学和另一所中学）中实施的AL流程。利用定性方法，利用观察，现场笔记和访谈进行了多站点案例研究，以研究AL方法的有效性。人们发现，各种便利对于该过程的成功至关重要，这种便利化影响了教师的代理能力。本文最后给出了有关行动学习项目的建议。