Introducing pocket PCs in schools: Attitudes and beliefs in the first year
Computers & Education Volume 52, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
As more schools adopt the use of handheld computers in their classrooms, research that systematically tracks their introduction is essential in order to develop a model for successful implementation leading to improved classroom teaching. This research report seeks to explore the realities of introducing and integrating handheld computers into five Victorian schools in Australia where the initiative is owned and funded by the schools themselves. The research focused on how teachers’ attitudes and beliefs evolved over about 6–7 months of implementing the pocket PCs in their teaching. The findings indicated that the effect of pocket PCs on the attitudes of primary teachers were mixed while that on the secondary teachers was uncertainty. However, both primary and secondary teachers shared similar beliefs in the motivational aspect of the technology on student engagement and its capacity to cater for weaker students, particularly in English, but not for the more academic students. Issues such as leadership roles, the time-consuming nature of lesson preparation, the need to integrate higher-order thinking tasks with pocket PC usage and personal ownership for successful integration of the technology are discussed.
Ng, W. & Nicholas, H. (2009). Introducing pocket PCs in schools: Attitudes and beliefs in the first year. Computers & Education, 52(2), 470-480. Elsevier Ltd.
- Attitude Change
- educational technology
- electronic learning
- Elementary School Teachers
- Foreign Countries
- Handheld Devices
- Implementing pocket PCs in curriculum
- Instructional Effectiveness
- Instructional Innovation
- Primary school education
- Secondary school education
- Secondary School Teachers
- teacher attitudes
- technology integration
Cited ByView References & Citations Map
Bård Ketil Engen, Tonje Hilde Giæver & Louise Mifsud, Faculty of Education and International Studies, Oslo and Akerhus University College, Norway
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1633–1640
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