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Educators’ Self-Identified Mobile Learning Training Needs: A Qualitative Study Involving Educators from 12 Diverse North American States
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, Old Dominion University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Mobile learning (mlearning) is changing the pedagogical landscape of traditional teaching. The myriad of constantly evolving mobile devices are providing new affordances which are attracting the attention of educators around the globe. Many educators may be excited at these new affordances to learning, others are more apprehensive of this technological intrusion on traditional practices. In this paper, the researchers share the results of a self-report survey that provides evidence of what educators reported they would like to receive training on for mlearning initiatives. These data suggest current trends in mlearning and the technological abilities of educators implementing mlearning in their classrooms. This information, gathered from across 12 diverse US States, is pertinent to a broad spectrum of scholars and practitioners, but most importantly, it is relevant to teacher educators as they prepare future teachers to teach using mobile devices.

Citation

Crompton, H. (2014). Educators’ Self-Identified Mobile Learning Training Needs: A Qualitative Study Involving Educators from 12 Diverse North American States. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 8-11). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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