Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom |
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| Affiliation: | 1. College of Management and Economics, Tianjin University, Tianjin 300072, PR China;2. Department of Business Administration, University of Oviedo, Oviedo, Spain;3. Institute of Policy and Management, Chinese Academy of Sciences, No. 15 ZhongGuanCun BeiYiTiao Alley, Haidian District, Beijing 100190, PR China;4. School of Information Management, Wuhan University, Luojiashan, Wuchang District, Wuhan, Hubei, PR China;5. Capital University of Ecnomics and Business, Beijing, PR China;1. Teaching and Learning, Old Dominion University, 145 Education Building, Norfolk, VA 23529, USA;2. Education Division, Keuka College, Keuka Park, NY, 14478, USA;1. College of Management and Economics, Tianjin University, China;2. Robert H. Smith School of Business, University of Maryland, College Park, Maryland 20742, United States;3. Department of Business Administration, University of Oviedo, Oviedo, Spain;4. EMLYON Business School, 23 avenue Guy de Collongue, CS 40203, 69134 Ecully cedex, France;1. Faculty of Engineering and Information Technology, University of Technology Sydney, Australia;2. Faculty of Arts and Social Sciences, University of Technology Sydney, Australia |
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| Abstract: | Mobile technology has become popular worldwide with a broad range of users, including students from all levels of education. Although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers' perceptions of how mobile technology impacts in learning and its relation to Applications (Apps) use in the classroom. This state of affairs is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 teachers of 12 different primary schools in Spain. The questionnaire collected data about teachers' individual information, teachers' perceptions on the impact of mobile technology in learning, and use of a set of selected Apps in the classroom. Findings suggest that facilitating access to information and increasing engagement to learning are the two main impacts of mobile technology in the classroom. Findings also show that the choice of Apps is related to the teachers' perception of how mobile technology impacts in learning. Findings could help teachers to take advantage of the combination of affordances of mobile technology and Apps that actually improve some aspects of learning practice. |
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| Keywords: | Mobile technology Learning impact Applications' use Primary education |
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