TY - JOUR
T1 - Bridging the app gap
T2 - An examination of a professional development initiative on mobile learning in urban schools
AU - Mouza, Chrystalla
AU - Barrett-Greenly, Tommi
N1 - Publisher Copyright:
© 2015 Elsevier Ltd. All rights reserved.
PY - 2015/4/22
Y1 - 2015/4/22
N2 - 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.
AB - 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.
KW - Digital divide
KW - Mobile learning
KW - Professional development
KW - Urban schools
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U2 - 10.1016/j.compedu.2015.04.009
DO - 10.1016/j.compedu.2015.04.009
M3 - Article
AN - SCOPUS:84928997587
SN - 0360-1315
VL - 88
SP - 1
EP - 14
JO - Computers and Education
JF - Computers and Education
ER -