Investigating the Use of Mobile Technology for Classroom Instruction: A Case Study of Two K-12 Christian Schools

摘要

How useful is the Technological Pedagogical Content Knowledge (TPACK) model in analyzing and explaining teacher effectiveness in the use of technological tools for teaching and learning? One way a researcher can answer this question is to apply the TPACK model to specific cases such as the Christian school environment. As a result, the purpose of this case study was to explore the connections between the use of mobile computing technology, system wide factors that promote successful implementation, and a teacheru27s technological pedagogical content knowledge (TPACK) on classroom instruction in two K-12 Christian schools in the Central Valley of California. Specifically, profiles of each school were developed utilizing online surveys, classroom observations, review of technology planning documents, personal interviews with the administration, and focus groups of the school staff. Using the data derived from these various sources; a greater understanding was developed regarding the use of mobile computing technology for classroom instruction, system wide factors that promote successful implementation, and changes in the teaching practice of teachers. Implications and ideas for future research were shared regarding the use of mobile technology for K-12 classroom instruction.