Looking Across the New Digital Divide: A Comparison of Inservice and Preservice Teacher Perceptions of Mobile Phone Integration
ARTICLE
Kevin Thomas, Bellarmine University, United States ; Blanche O'Bannon, University of Tennessee, United States
Journal of Technology and Teacher Education Volume 23, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
Abstract This study compared the perceptions of 1,121 inservice teachers and 245 preservice teachers in Kentucky and Tennessee to determine the difference in their support for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that are useful for school-related work and the instructional barriers to mobile phone use. The results indicated significant differences between the inservice teachers and the preservice teachers. In all cases, the preservice teachers were more supportive of the use of mobile phones in the classroom, more positive about the useful features, and had less concern about the barriers associated with using phones for school-related work.
Citation
Thomas, K. & O'Bannon, B. (2015). Looking Across the New Digital Divide: A Comparison of Inservice and Preservice Teacher Perceptions of Mobile Phone Integration. Journal of Technology and Teacher Education, 23(4), 561-581. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 2, 2023 from https://www.learntechlib.org/primary/p/149026/.
© 2015 Society for Information Technology & Teacher Education
Keywords
References
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Differentiating TPACK-based Learning Materials for Preservice and Inservice Teachers
Mark Hofer & Judi Harris, School of Education, College of William & Mary, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2357–2366
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