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An Analysis of Teachers' Processes of Technology Appropriation in Classroom

An Analysis of Teachers' Processes of Technology Appropriation in Classroom

Stéphanie Boéchat-Heer, Maria Antonietta Impedovo, Francesco Arcidiacono
Copyright: © 2015 |Volume: 6 |Issue: 2 |Pages: 15
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781466679047|DOI: 10.4018/IJDLDC.2015040101
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MLA

Boéchat-Heer, Stéphanie, et al. "An Analysis of Teachers' Processes of Technology Appropriation in Classroom." IJDLDC vol.6, no.2 2015: pp.1-15. http://doi.org/10.4018/IJDLDC.2015040101

APA

Boéchat-Heer, S., Impedovo, M. A., & Arcidiacono, F. (2015). An Analysis of Teachers' Processes of Technology Appropriation in Classroom. International Journal of Digital Literacy and Digital Competence (IJDLDC), 6(2), 1-15. http://doi.org/10.4018/IJDLDC.2015040101

Chicago

Boéchat-Heer, Stéphanie, Maria Antonietta Impedovo, and Francesco Arcidiacono. "An Analysis of Teachers' Processes of Technology Appropriation in Classroom," International Journal of Digital Literacy and Digital Competence (IJDLDC) 6, no.2: 1-15. http://doi.org/10.4018/IJDLDC.2015040101

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Abstract

This paper aims to investigate the “sense” of appropriation of the iPad use by teachers in a professional secondary school. As iPads are increasingly employed in the teaching process in classroom the authors intend to understand how the process of teachers' appropriation of iPad use is perceived as a learning tool. Through the analysis of focus groups with teachers, they intend to detect changes in the sense of appropriation of the iPad in classroom during a school year. The findings of their study allow to identify facilitating and hindering elements that support the process of teachers' appropriation of iPads and open further spaces to investigate the role of new technologies in teaching/learning contexts.

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