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Integrating Mobile Devices in the Mathematics Curriculum: A Case Study of a Primary School in Cyprus

Integrating Mobile Devices in the Mathematics Curriculum: A Case Study of a Primary School in Cyprus

Maria Meletiou-Mavrotheris, Efi Paparistodemou, Christiana M. Christou
Copyright: © 2019 |Volume: 11 |Issue: 3 |Pages: 19
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522565260|DOI: 10.4018/IJMBL.2019070102
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MLA

Meletiou-Mavrotheris, Maria, et al. "Integrating Mobile Devices in the Mathematics Curriculum: A Case Study of a Primary School in Cyprus." IJMBL vol.11, no.3 2019: pp.19-37. http://doi.org/10.4018/IJMBL.2019070102

APA

Meletiou-Mavrotheris, M., Paparistodemou, E., & Christou, C. M. (2019). Integrating Mobile Devices in the Mathematics Curriculum: A Case Study of a Primary School in Cyprus. International Journal of Mobile and Blended Learning (IJMBL), 11(3), 19-37. http://doi.org/10.4018/IJMBL.2019070102

Chicago

Meletiou-Mavrotheris, Maria, Efi Paparistodemou, and Christiana M. Christou. "Integrating Mobile Devices in the Mathematics Curriculum: A Case Study of a Primary School in Cyprus," International Journal of Mobile and Blended Learning (IJMBL) 11, no.3: 19-37. http://doi.org/10.4018/IJMBL.2019070102

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Abstract

The case study took place in a primary school in Cyprus (student ages 6-12), which implemented a two-year multifaceted professional development program aimed at the effective integration of tablet technologies within the mathematics curriculum. The program adopted a systemic, school-based and collaborative model of professional development that focused on the broad preparation and ongoing engagement of all key stakeholders. This article focuses on research conducted during the first year of the program implementation. It portrays the initial state of mobile device use in the case study school ecosystem, describes the process of tablet integration within the school setting, and interrogates the self-reported reflections of a core team of six (n=6) teachers in the school regarding their professional learning experiences as a result of participating in the program. Findings suggest that the model of professional development adopted by the program effectively contributed to the integration of mobile devices into the school setting and to teacher professional learning.

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