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Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools
ARTICLE

, School of Education, United States ; , University of Central Florida, United States

Computers & Education Volume 88, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

In this study we present a professional development initiative aimed at helping urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads (a representative mobile device) and educational apps (software programs that run on mobile devices) to support teaching and learning. Subsequently, we examine the ways in which four case study teachers utilized iPads and educational apps in their classrooms to support their students' learning experiences. Data included observations of professional development activities, classroom observations, teacher interviews, and student focus groups. Findings revealed that students used iPads and educational apps to (a) access online content, (b) create learning artifacts, and (c) reinforce content learning through personalized instruction. Findings also indicated that use of iPads and educational apps supported student academic growth and empowerment. Results have implications for mobile learning researchers, practitioners, and policy makers, particularly those charged with the design and implementation of professional development programs.

Citation

Mouza, C. & Barrett-Greenly, T. (2015). Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools. Computers & Education, 88(1), 1-14. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.04.009

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