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Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers
PROCEEDINGS

,

International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA),

Abstract

In a study involving 1414 elementary, middle school, and high school teachers from a large school district in the southwestern USA, the authors examine the similarities and differences among teachers at the three levels of K-12 education common in US school systems: elementary, middle school and high school. Major findings are that elementary school teachers are typically more open to mobile learning based on analysis of scores for three of the four factors (Possibilities, Benefits, and Preferences) assessed by the Mobile Learning Readiness Survey. For the fourth factor on the MLRS (External Influences), elementary teachers less strongly agree than either their middle school or high school counterparts that external influences determine whether it is practical to use mobile learning for teaching and learning in a classroom-centered context. [For the complete proceedings, see ED579395.]

Citation

Christensen, R. & Knezek, G. (2017). Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers. Presented at International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017. Retrieved October 16, 2019 from .

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Keywords