Moving From Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction

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Author(s): Lisa-Marie Bald (Walden University, USA), Judith A. Orth (Walden University, USA)and Kathleen M. Hargiss (Walden University, USA)
Copyright: 2019
Pages: 18
Source title: TPACK: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7918-2.ch021

Keywords: Curriculum Development and Instructional Design / Education / Educational Technologies / Information Science Reference

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Abstract

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

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Moving From Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction

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