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New technology–old barrier: Relationship of teachers' perceptions of mobile phone use and age
PROCEEDINGS

, The Univ. of Tennessee, United States ; , Bellarmine 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

This study examined the digital native-digital immigrant dichotomy based on the results of a study involving 1,095 teachers from two states in the southeastern United States. The study focused on age as it relates to the relationship between the type of mobile phone they owned, their support for the use of mobile phones in the classroom, their perceptions of the benefits of specific mobile features for school-related work, and their perceptions of instructional barriers. The results indicated that the age of the teacher matters, however, not as suggested by Prensky (2001). There were no significant differences in the findings for the teachers who were less than 32 and the ones who were 33-49; however, they both significantly differed from those over 50 in mobile phone ownership and support for the use of mobile phones in the classroom as well as in their perceptions regarding the useful mobile features for school-related work and instructional barriers.

Citation

O'Bannon, B. & Thomas, K. (2014). New technology–old barrier: Relationship of teachers' perceptions of mobile phone use and age. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 936-946). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from .

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