Teachers' Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece

Autor/inn/en	Nikolopoulou, Kleopatra; Gialamas, Vasilis; Lavidas, Konstantinos; Komis, Vassilis
Titel	Teachers' Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece
Quelle	In: Technology, Knowledge and Learning, 26 (2021) 1, S.53-77 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nikolopoulou, Kleopatra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-020-09453-7
Schlagwörter	Learning Readiness; Adoption (Ideas); Technology Integration; Electronic Learning; Handheld Devices; Affordances; Teacher Attitudes; Positive Attitudes; Preferences; Elementary School Teachers; Teacher Education; Conferences (Gatherings); Foreign Countries; Correlation; Greece + Suchen Sie Ihr Suchwort? Lernbereitschaft; Ideas; Ideenfindung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Ausland; Korrelation; Griechenland
Abstract	Mobile devices have become a learning tool with great potential in both formal and informal learning; however, mobile learning readiness research in school education is relatively limited. This study investigated teachers' readiness to adopt mobile learning in K-12 classrooms. A questionnaire was administered to 920 teachers in Greece and four factors were extracted, "Possibilities," "Benefits," "Preferences" and "External influences." Teachers, in general, expressed positive perceptions on mobile learning readiness. The highest percentage of agreement regarded the possibilities of mobile learning (over 60%). ICT training and attendance of ICT conferences, both affected positively teachers' perceptions on mobile learning benefits and preferences. Teachers who use mobile devices in class reported significantly more positive perceptions on all factors, while gender or age had no impact on perceptions. There was a higher probability of mobile devices' usage in class among teachers working in elementary schools (in comparison with those working in high schools or general/vocational lyceums). Stronger perceptions on mobile learning benefits, preferences and external influences were associated with an increased likelihood of using mobile devices in the classroom. Teachers' readiness perceptions can be explored from a multi-dimensional perspective, and also be associated with mobile technology use in classrooms. Implications for teacher professional development, methodology and pedagogical practice are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01