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Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning

Burden, Kevin; Hopkins, Paul

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Information Resources Management Association
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Abstract

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article concludes with implications for practice in teacher education, theory and areas for further research.

Citation

Burden, K., & Hopkins, P. (2016). Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning. In Information Resources Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications, 1665-1686. Information Science Reference. https://doi.org/10.4018/978-1-5225-0783-3.ch079

Publication Date Aug 18, 2016
Deposit Date May 10, 2019
Publicly Available Date
Volume 4
Pages 1665-1686
Book Title Blended Learning: Concepts, Methodologies, Tools, and Applications
Chapter Number 79
ISBN 9781522507840
DOI https://doi.org/10.4018/978-1-5225-0783-3.ch079
Public URL https://hull-repository.worktribe.com/output/524661
Publisher URL https://www.igi-global.com/gateway/chapter/163598