Bridging The App Gap: An Examination Of A Professional Development Initiative On Mobile Learning In Urban Schools

Keywords

Digital divide; Mobile learning; Professional development; Urban schools

Abstract

In this study we present a professional development initiative aimed at helping urban teachers in low-income underserved schools in the U.S. learn how to utilize iPads (a representative mobile device) and educational apps (software programs that run on mobile devices) to support teaching and learning. Subsequently, we examine the ways in which four case study teachers utilized iPads and educational apps in their classrooms to support their students' learning experiences. Data included observations of professional development activities, classroom observations, teacher interviews, and student focus groups. Findings revealed that students used iPads and educational apps to (a) access online content, (b) create learning artifacts, and (c) reinforce content learning through personalized instruction. Findings also indicated that use of iPads and educational apps supported student academic growth and empowerment. Results have implications for mobile learning researchers, practitioners, and policy makers, particularly those charged with the design and implementation of professional development programs.

Publication Date

4-22-2015

Publication Title

Computers and Education

Volume

88

Number of Pages

1-14

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.compedu.2015.04.009

Socpus ID

84928997587 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84928997587

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