Taiwanese high school teachers' conceptions of mobile learning

Wen Min Hsieh, Chin Chung Tsai

研究成果: 雜誌貢獻文章

17 引文 斯高帕斯(Scopus)

摘要

This qualitative study describes the results of a phenomenographic analysis of teachers' conceptions of mobile learning. Fifteen senior high school (Grades 10–12) teachers from five schools in northern Taiwan involved in a national mobile learning program participated in this study. Data were collected through semi-structured interviews. Through data analysis, six qualitatively different conceptions of mobile learning were obtained: 1) meeting students' preferences, 2) conducting classes with efficiency, 3) invigorating and enhancing learning, 4) parting from traditional teaching, 5) focusing on student ownership, and 6) extending learning beyond school. The conception categories form a hierarchy and show a trajectory moving from teacher-/content-oriented to learner-/learning-oriented conceptions. In addition, technology was almost invisible in the more sophisticated conceptions. Finally, juxtaposing the conception categories with the replacement, amplification, and transformation framework revealed that teachers’ central ideas regarding mobile learning fell within the amplification category, suggesting the use of technology mainly to increase efficiency and productivity. It is concluded that for mobile devices to exert transformative power on learning, it might be necessary to cultivate the more sophisticated conceptions of mobile learning among teachers.

原文英語
頁(從 - 到)82-95
頁數14
期刊Computers and Education
115
DOIs
出版狀態已發佈 - 2017 十二月 1

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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