iPads and Teacher Education: Exploring a 1:1 Initiative in a Professional Development School Partnership

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

“…The findings from this study are interesting because they show that, despite being appreciative of the iPad apps, preservice teachers held doubts regarding the gaming aspect of the apps and its connections to student learning. Similar results were reported in a study conducted by Mourlam and Montgomery (), which investigated preservice teachers' beliefs about technology integration as they used iPads during field experiences. While the integration of iPads varied among preservice teachers, teachers' philosophical stances was a strong determining factor for changing their instructional approaches.…”

“…Many participants in the comparison group had a strong affinity toward hands‐on learning, and for them, it was difficult to internalize the fact that technology is not a replacement to hands‐on learning but a tool for young children to experience new information. Other studies of games/apps have also documented that preservice teachers struggle to find a link between the use of technology and its effects on student learning (Mourlam & Montgomery, ; Plass, Homer, Kinzer, Frye, & Perlin, ).…”

“…In the context of mobile learning, a few studies have claimed similar links between preservice teachers' acceptance and use of mobile technologies (iPads) and beliefs about technology integration (Brown, Englehardt, & Mathers, ; Mourlam & Montgomery, ). It has been argued that a wide range of mediating factors shape one's willingness or unwillingness to accept technology (Venkatesh, Morris, Davis, & Davis, ).…”

Becoming an International Baccalaureate Middle Years Program: Perspectives of Teachers, Students, and Administrators

“…Ngussa and Makewa (2014) have theorized that students acquire specific knowledge through the teaching and learning process that provides them the capability to participate in the curricular change process. In a study we conducted, for example, to assess the implementation of a One-to-One Computer Initiative in an urban middle school, we found that students were able to provide valuable insights into the impact of that initiative on their learning and overall school experience (Storz & Hoffman, 2013). A variety of studies have been conducted by educational researchers that privilege students' educational experiences as a means of providing a firsthand account of both effective and noneffective school practices (Kruse, 2000).…”

Neoliberal technological devices and articulations of teaching young children: A case study of preservice teachers using iPads in their teacher education program

“…Still, those who have examined teachers-in-training experiences within adopting technology into their teaching have found that prior experience with technology affects their articulations of the amount of effort needed to implement technology in their classrooms (Donovan et al, 2011), with the majority of PSTs being uncomfortable with integrating technology into the classroom (Pamuk, 2011). However, PSTs who see technology as having a positive effect on their teaching, including iPads (Mourlam and Montgomery, 2015), are more likely to incorporate it into their instruction (Chen, 2010). Furthermore, researchers have found that teacher education programs have the potential to create a social environment that positively influences PSTs’ articulations toward and use of technology in their future classrooms (Foulger et al, 2012), particularly when teacher educators expect and consistently use such technology in their teacher education programs (Donovan et al, 2011).…”