Teacher practices during Year 4 of a one‐to‐one mobile learning initiative.
This study examines the ways in which all nine middle school teachers in a private school for boys in the United States integrated mobile devices with content and pedagogy 4 years into the implementation of a one‐to‐one initiative. It also examines teacher perceptions of the benefits and challenges...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 6; pp. 762 - 775 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132914542&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 132914542 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2018 vid: 34 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 132914542 132914542 132914542 10.1111/jcal.12283 132914542 ppf: 762 ppct: 13 formats: tig: atl: Teacher practices during Year 4 of a one‐to‐one mobile learning initiative. aug: au: Reichert, Michael Mouza, Chrystalla affil: School of Education, University of Delaware, Newark Delaware sug: subj: Mobile Applications Utilization Teaching Methods Evaluation Education, Non-Traditional Human Interviews Faculty-Student Relations Outcomes of Education Knowledge Bases Case Studies Faculty Attitudes ab: This study examines the ways in which all nine middle school teachers in a private school for boys in the United States integrated mobile devices with content and pedagogy 4 years into the implementation of a one‐to‐one initiative. It also examines teacher perceptions of the benefits and challenges related to the implementation of mobile devices in real classroom contexts. Data were collected from multiple sources including teacher lesson plans, classroom observations, and interviews. Data collection and analysis were situated in the framework of Technological Pedagogical Content Knowledge (TPACK), which is used to examine teacher knowledge and observed evidence of TPACK during classroom instruction. Results indicated that teachers were able to draw connections among mobile devices, content, and pedagogy to support student experiences. Results, however, indicated variability in teacher practice and pointed to the important role of continuous professional learning. Findings have implications for researchers and practitioners involved in the design and implementation of one‐to‐one initiatives. Lay Description: What is already known about this topic: The use of mobile devices in educational institutions around the world has grown rapidly in the last decade.Mobile learning has the potential to support teaching and student outcomes.Effective use of mobile devices requires alignment with curriculum content and sound pedagogy. What this paper adds: Mobile initiatives can help teachers understand how to design and implement lessons that incorporate technology with meaningful curriculum goals and sound instructional strategies.Teachers assigned value to the use of mobile devices to support flexibility and choice, access to information, and new teacher roles. Implications for practice and/or policy: Efforts should be made to help teachers utilize mobile devices in ways that support student access to authentic content, collaboration, and knowledge construction.Efforts should be made to support the continuous professional development of teachers in mobile initiatives. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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