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Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns

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Abstract

The use of mobile devices in secondary education schools is an emerging issue; however, empirical evidence regarding secondary education teachers’ perceptions on mobile technology and mobile learning is still limited. This study investigated Greek secondary school teachers’ perceptions of mobile phone and tablet use in classrooms, focusing on their perceived benefits, constraints and their concerns. A questionnaire with open-ended questions was administered to 64 teachers of different specializations. The primary perceived benefits were associated with students’ involvement/motivation and active participation, the interactive-enjoyable lesson, the easy access to information and students’ familiarity with technology. Teachers’ perceived barriers were mainly related to the lack of equipment and the current legislation (regarding mobile technology usage in school settings). Key concerns regarded students' abusive behavior and the difficulty in controlling them, the noise-disruption in class and students’ distraction. Implications and recommendations for teachers, students, school policy and educational policy makers are discussed.

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Acknowledgements

The author would like to thank the teachers who participated in this study.

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  1. Department of Early Childhood Education, School of Education, University of Athens, Navarinou 13A, 10680, Athens, Greece

    Kleopatra Nikolopoulou

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  1. Kleopatra Nikolopoulou
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Correspondence to Kleopatra Nikolopoulou.

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Nikolopoulou, K. Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. J. Comput. Educ. 7, 257–275 (2020). https://doi.org/10.1007/s40692-020-00156-7

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