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Title:
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CONTRASTS IN OPENNESS TOWARD MOBILE LEARNING IN THE CLASSROOM: A STUDY OF ELEMENTARY, MIDDLE AND HIGH SCHOOL TEACHERS |
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Author(s):
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Rhonda Christensen and Gerald Knezek |
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ISBN:
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978-989-8533-68-5 |
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Editors:
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Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2017 |
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Edition:
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Single |
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Keywords:
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Mobile learning readiness, professional development, grade level teacher differences, technology integration |
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Type:
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Full Paper |
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First Page:
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141 |
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Last Page:
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148 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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In a study involving 1414 elementary, middle school, and high school teachers from a large school district in the southwestern USA, the authors examine the similarities and differences among teachers at the three levels of K-12 education common in US school systems: elementary, middle school and high school. Major findings are that elementary school teachers are typically more open to mobile learning based on analysis of scores for three of the four factors (Possibilities, Benefits, and Preferences) assessed by the Mobile Learning Readiness Survey. For the fourth factor on the MLRS (External Influences), elementary teachers less strongly agree than either their middle school or high school counterparts that external influences determine whether it is practical to use mobile learning for teaching and learning in a classroom-centered context. |
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