Mobile Learning-Technology Barriers in School Education: Teachers' Views

Autor/inn/en	Nikolopoulou, Kleopatra; Gialamas, Vasilis; Lavidas, Konstantinos
Titel	Mobile Learning-Technology Barriers in School Education: Teachers' Views
Quelle	In: Technology, Pedagogy and Education, 32 (2023) 1, S.29-44 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nikolopoulou, Kleopatra) ORCID (Gialamas, Vasilis) ORCID (Lavidas, Konstantinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2022.2121314
Schlagwörter	Electronic Learning; Handheld Devices; Technology Uses in Education; Barriers; Teacher Attitudes; Information Technology; Educational Policy; Foreign Countries; Teacher Surveys; Factor Structure; Teacher Characteristics; Greece + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Informationstechnologie; Politics of education; Bildungspolitik; Ausland; Faktorenstruktur; Griechenland
Abstract	Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers' perceived mobile technology-learning barriers. This study investigated Greek teachers' perceptions of barriers to using mobile technology in school classrooms. A 28-item questionnaire was administered to 557 teachers and six barrier-factors were extracted: 'lack of resources', 'lack of support', 'lack of time', 'lack of teacher confidence', 'class conditions' and 'concerns about students'. The questionnaire was a valid and reliable tool for the investigation of various dimensions of teachers' perceived barriers. Gender, school level, age and ICT training had significant but small effects on specific barrier-factors. The order of importance of barrier-factors was similar for users and non-users ('lack of resources', 'support' and 'class conditions') independently of the type of mobile device used in class. 'Concerns about students' was identified as a major barrier only by non-users. Implications for educational policy and professional training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01