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Perceptions of Primary Education Teachers on Mobile Learning: An Approach in Greek and Latvian Teachers

Perceptions of Primary Education Teachers on Mobile Learning: An Approach in Greek and Latvian Teachers

Konstantina Derveni, Vassilios Dagdilelis
Copyright: © 2020 |Volume: 11 |Issue: 3 |Pages: 17
ISSN: 2574-8254|EISSN: 2574-8270|EISBN13: 9781799808794|DOI: 10.4018/IJSEUS.2020070105
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MLA

Derveni, Konstantina, and Vassilios Dagdilelis. "Perceptions of Primary Education Teachers on Mobile Learning: An Approach in Greek and Latvian Teachers." IJSEUS vol.11, no.3 2020: pp.52-68. http://doi.org/10.4018/IJSEUS.2020070105

APA

Derveni, K. & Dagdilelis, V. (2020). Perceptions of Primary Education Teachers on Mobile Learning: An Approach in Greek and Latvian Teachers. International Journal of Smart Education and Urban Society (IJSEUS), 11(3), 52-68. http://doi.org/10.4018/IJSEUS.2020070105

Chicago

Derveni, Konstantina, and Vassilios Dagdilelis. "Perceptions of Primary Education Teachers on Mobile Learning: An Approach in Greek and Latvian Teachers," International Journal of Smart Education and Urban Society (IJSEUS) 11, no.3: 52-68. http://doi.org/10.4018/IJSEUS.2020070105

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Abstract

The objective of this article is to investigate perceptions of primary education teachers towards mobile learning (m-learning) in the classroom. This is a qualitative research carried out with a sample of 16 participants, 8 in Greece and 8 in Latvia. Semi-structured interviews were conducted to teachers who express their opinions on whether they could enhance m-learning environment and whether mobile devices could be an effective tool for students' learning, interaction and communication. From the analysis of the data, the majority of the teachers in both countries had a positive attitude about m-learning and they had the intention to use these devices in the future. According to their view, such technology could increase students' motivation on learning and as more new applications appear, the educational process can become more attractive and productive. Only few were those teachers who doubt about its efficiency for some reasons. These differences in teachers' opinions were related to the age factor.

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