International Portal of Teacher Education
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Search results for: O’Bannon Blanche
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The purpose of this study was to determine the difference in support of inservice teachers and preservice teachers 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.
Published: 2015
Updated: Feb. 23, 2017
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This study examined the perceptions of preservice teachers 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 to determine if there was a relationship between perceptions and age. The results 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.
Published: 2014
Updated: Nov. 10, 2015