Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms
Michael M. Grant, Suha Tamim, Dorian B. Brown, Joseph P. Sweeney, Fatima K. Ferguson, Lakavious B. Jones
TLRPTIL Volume 59, Number 4, ISSN 8756-3894
While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the early uses of mobile computing devices in these K-12 classrooms. With data from nine purposively selected teachers, participant descriptions were developed and five themes emerged that included (a) ownership and control impacted use of mobile computing devices; (b) administrators champion teachers' uses of mobile computing devices especially for student accountability; (c) teachers use devices to enhance their curricula and as motivation for their students; (d) teachers receive and seek out relevant professional development; and (e) technical issues were common, but support was available. Implications of these themes are also considered.
Grant, M.M., Tamim, S., Brown, D.B., Sweeney, J.P., Ferguson, F.K. & Jones, L.B. (2015). Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms. TechTrends: Linking Research and Practice to Improve Learning, 59(4), 32-45.
Cited ByView References & Citations Map
Mohamed Ally, Athabasca University; Norine Wark, Athabsaca University
World Conference on Mobile and Contextual Learning 2018 (Nov 11, 2018) pp. 8–13
Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom
Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52
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