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Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction

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  • Lisa-Marie Bald

    (Walden University, York, ME, USA)

  • Judith A. Orth

    (Walden University, Venetia, PA, USA)

  • Kathleen M. Hargiss

    (Walden University, Bradenton, FL, USA)

Abstract
Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

Suggested Citation

  • Lisa-Marie Bald & Judith A. Orth & Kathleen M. Hargiss, 2016. "Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction," International Journal of Strategic Information Technology and Applications (IJSITA), IGI Global, vol. 7(2), pages 28-43, April.
    • Handle: RePEc:igg:jsita0:v:7:y:2016:i:2:p:28-43
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