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Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms

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Abstract

While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the early uses of mobile computing devices in these K-12 classrooms. With data from nine purposively selected teachers, participant descriptions were developed and five themes emerged that included (a) ownership and control impacted use of mobile computing devices; (b) administrators champion teachers’ uses of mobile computing devices especially for student accountability; (c) teachers use devices to enhance their curricula and as motivation for their students; (d) teachers receive and seek out rele vant professional development; and (e) technical issues were common, but support was available. Implications of these themes are also considered.

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Authors and Affiliations

  1. University of South Carolina, Columbia, SC, USA

    Michael M. Grant

  2. The University of Memphis, Memphis, TN, USA

    Suha Tamim, Dorian B. Brown, Fatima K. Ferguson & Lakavious B. Jones

  3. The University of Mississippi, Oxford, MS, USA

    Joseph P. Sweeney

Authors
  1. Michael M. Grant
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  2. Suha Tamim
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  3. Dorian B. Brown
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  4. Joseph P. Sweeney
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  5. Fatima K. Ferguson
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  6. Lakavious B. Jones
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Correspondence to Michael M. Grant.

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Grant, M.M., Tamim, S., Brown, D.B. et al. Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms. TECHTRENDS TECH TRENDS 59, 32–45 (2015). https://doi.org/10.1007/s11528-015-0869-3

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