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Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms

Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms

David De Jong, Trent Grundmeyer, Chad Anderson
Copyright: © 2018 |Volume: 10 |Issue: 1 |Pages: 22
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522543701|DOI: 10.4018/IJMBL.2018010102
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MLA

De Jong, David, et al. "Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms." IJMBL vol.10, no.1 2018: pp.12-33. http://doi.org/10.4018/IJMBL.2018010102

APA

De Jong, D., Grundmeyer, T., & Anderson, C. (2018). Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms. International Journal of Mobile and Blended Learning (IJMBL), 10(1), 12-33. http://doi.org/10.4018/IJMBL.2018010102

Chicago

De Jong, David, Trent Grundmeyer, and Chad Anderson. "Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms," International Journal of Mobile and Blended Learning (IJMBL) 10, no.1: 12-33. http://doi.org/10.4018/IJMBL.2018010102

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Abstract

More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices in the classroom, but quite often educators do not understand the significance of this technology or agree with its purpose. The purpose of this study was to explore elementary and secondary teacher perceptions of mobile technology in the classroom. According to the survey results, elementary and secondary teachers feel positive about the uses and the importance of mobile technology in the classroom. These positive perceptions by teachers regardless of gender, age, and training indicate that schools should continue to allocate resources to purchase mobile devices for all students.

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