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Introducing pocket PCs in schools: Attitudes and beliefs in the first year
ARTICLE

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Computers & Education Volume 52, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

As more schools adopt the use of handheld computers in their classrooms, research that systematically tracks their introduction is essential in order to develop a model for successful implementation leading to improved classroom teaching. This research report seeks to explore the realities of introducing and integrating handheld computers into five Victorian schools in Australia where the initiative is owned and funded by the schools themselves. The research focused on how teachers’ attitudes and beliefs evolved over about 6–7 months of implementing the pocket PCs in their teaching. The findings indicated that the effect of pocket PCs on the attitudes of primary teachers were mixed while that on the secondary teachers was uncertainty. However, both primary and secondary teachers shared similar beliefs in the motivational aspect of the technology on student engagement and its capacity to cater for weaker students, particularly in English, but not for the more academic students. Issues such as leadership roles, the time-consuming nature of lesson preparation, the need to integrate higher-order thinking tasks with pocket PC usage and personal ownership for successful integration of the technology are discussed.

Citation

Ng, W. & Nicholas, H. (2009). Introducing pocket PCs in schools: Attitudes and beliefs in the first year. Computers & Education, 52(2), 470-480. Elsevier Ltd. Retrieved August 17, 2022 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.10.001

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