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A MOBI Case Study: Teachers Acclimating to Technology in a Preschool Classroom
PROCEEDINGS

, University of Memphis, United States ; , Houston Baptist University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The enculturation of the iGeneration and technology far exceeds adult experiences. Early childhood teachers are faced with many obstacles when it comes to incorporating technology as a teaching tool or learning activity (Peach, Bell, and Spatariu, 2012; Spatariu, Peach, and Bell, 2011). There is a pressing need to explore ways to support and promote technology use, identify effective technologies and to incorporate these technologies into developmentally appropriate practices (DAP) (NAEYC, 2011). In this exploratory study we use a qualitative approach to investigate five early childhood classroom teachers as they are introduced to teacher and student mobile interactive whiteboards (i.e., eInstruction’s Mobi View and Mobi Learner). The method is a multiple teacher and a single site case study through a constructivist (Piaget, 1952) and a constructionist (Papert, 1991) perspective. The study design is based on the findings from the 10 year study, Apple Computers of Tomorrow (ACOT)

Citation

Winsor, D. & Spatariu, A. (2014). A MOBI Case Study: Teachers Acclimating to Technology in a Preschool Classroom. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 2069-2079). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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