Mobile learning-technology barriers in school education: teachers’ views

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2022-09-21 DOI:10.1080/1475939X.2022.2121314
K. Nikolopoulou, V. Gialamas, Konstantinos Lavidas
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引用次数: 4

Abstract

ABSTRACT Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers’ perceived mobile technology-learning barriers. This study investigated Greek teachers’ perceptions of barriers to using mobile technology in school classrooms. A 28-item questionnaire was administered to 557 teachers and six barrier-factors were extracted: ‘lack of resources’, ‘lack of support’, ‘lack of time’, ‘lack of teacher confidence’, ‘class conditions’ and ‘concerns about students’. The questionnaire was a valid and reliable tool for the investigation of various dimensions of teachers’ perceived barriers. Gender, school level, age and ICT training had significant but small effects on specific barrier-factors. The order of importance of barrier-factors was similar for users and non-users (‘lack of resources’, ‘support’ and ‘class conditions’) independently of the type of mobile device used in class. ‘Concerns about students’ was identified as a major barrier only by non-users. Implications for educational policy and professional training are discussed.
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移动学习技术在学校教育中的障碍:教师的观点
尽管移动技术的发展和能力显著提高,但关于教师感知移动技术学习障碍的经验证据有限。本研究调查了希腊教师对在学校教室中使用移动技术的障碍的看法。对557名教师进行了一份包含28个项目的问卷调查,并提取了6个障碍因素:“缺乏资源”、“缺乏支持”、“缺乏时间”、“缺乏教师信心”、“课堂条件”和“对学生的关注”。问卷对教师感知障碍的各个维度进行调查是一种有效、可靠的工具。性别、学校水平、年龄和ICT培训对特定障碍因素有显著但较小的影响。对于用户和非用户(“缺乏资源”、“支持”和“课堂条件”)来说,障碍因素的重要性顺序是相似的,与课堂上使用的移动设备类型无关。只有非用户认为“对学生的担忧”是主要障碍。讨论了对教育政策和专业培训的影响。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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