Teachers and cell phones: From personal use to classroom integration
DOI:
https://doi.org/10.21814/rpe.26306Keywords:
m-learning, Cell phones, Education, TeachersAbstract
School, as a structuring institution of our society, is influenced by the changes that society itself experiences and to which it must keep up with. The technological era has revolutionized the behavior of the population, particularly of children and young people, and has given way to an m-learning era, specifically regarding the use of cell phones as an available tool to support learning. In this context, the development of this study aimed to identify characteristics of cell phones used by Portuguese teachers and to realize their perceptions regarding the integration of these devices in formal learning contexts. The application, analysis and statistical treatment of the data collected through a questionnaire to 443 teachers in northern Portugal, provided us evidence that teachers are receptive to the integration of cell phones in their classes, but also point to several barriers as justification to keep them excluded from these dynamics. Through this analysis it was possible to state that teachers use their cell phones essentially for personal use, with no significant use of their potential in the professional area. Skills in the personal use of this equipment by the participants in the study proved to be important in the way teachers envisioned opportunities to include them in professional practices.
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Copyright (c) 2023 Alexandre Pinto, Ângela Couto, António Barbot, Cláudia Manuela Maia Lima, Sara Aboim, Rui Teles
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