CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Cell Phones in the Classroom: Preservice Teachers’ Perceptions
Tác giả
Thomas K.; O’Bannon B.
Năm xuất bản
2013
Source title
Journal of Digital Learning in Teacher Education
Số trích dẫn
46
DOI
10.1080/21532974.2013.10784721
Liên kết
Tóm tắt
This study employed a survey to examine the perceptions of 92 preservice teachers enrolled at a small Midwestern liberal arts university regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the classroom. The study also compared the perceptions of the preservice teachers classified as digital natives with those of the preservice teachers classified as digital immigrants (Prensky, 2001) to determine if there was a relationship between perceptions and age. Results from the analysis of the survey indicated that although most of the preservice teachers were unsure about allowing cell phones in the classroom, they indicated that the devices’ calculator, access to the Internet, and audio player features provided instructional benefits. In addition, more than half identified anywhere/anytime learning opportunities, increased student engagement, opportunities for differentiation of instruction, increased communication, and increased student motivation as benefits of using cell phones in the classroom. Their leading concerns included classroom disruptions and cheating. Pearson Chi Square tests found no relationship between preservice teachers’ perceptions and age. The results of this study have implications for teacher education programs that are interested in teaching/modeling the use of mobile technology in classroom instruction as well as bring your own device (BYOD) initiatives. ©, Copyright ISTE.
Từ khóa
21st century skills; digital natives; mobile learning; mobile phones; teacher education
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Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus