Changes to teachers’ practice when using mobile technology with one-to-one classes

Lucie Lindsay, Kerry Lee, John Hope

Abstract


Use of mobile technology in the classroom (m-learning) is a recent educational practice. This study reports on the insights of teachers in New Zealand classrooms about their m-learning practice. It targets the early adopter teachers of school classes where each student has a mobile device. The teachers were asked about the pedagogical changes in their practice, by open questions, in an online survey. A qualitative approach was used to explore the teachers’ opinions and recommendations. The teachers’ pedagogical approaches to using mobile technology are also considered.

The teachers report that students are using mobile technology to access information and produce content in new ways. They highlight students’ engagement and motivation and describe collaborative and informal learning. Teachers advise that pedagogical change and robust infrastructure are essential. They recommend colleagues join Personal Learning Networks and Communities of Practice. These teachers’ experience and recommendations may inform others who are about to make this change, and those who will be required to make this chang


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DOI: 10.15663/wje.v21i2.198

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© Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Faculty of Education, 2015