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Erschienen in: Technology, Knowledge and Learning 1/2021

10.06.2020 | Original research

Teachers’ Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece

verfasst von: Kleopatra Nikolopoulou, Vasilis Gialamas, Konstantinos Lavidas, Vassilis Komis

Erschienen in: Technology, Knowledge and Learning | Ausgabe 1/2021

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Abstract

Mobile devices have become a learning tool with great potential in both formal and informal learning; however, mobile learning readiness research in school education is relatively limited. This study investigated teachers’ readiness to adopt mobile learning in K-12 classrooms. A questionnaire was administered to 920 teachers in Greece and four factors were extracted, Possibilities, Benefits, Preferences and External influences. Teachers, in general, expressed positive perceptions on mobile learning readiness. The highest percentage of agreement regarded the possibilities of mobile learning (over 60%). ICT training and attendance of ICT conferences, both affected positively teachers’ perceptions on mobile learning benefits and preferences. Teachers who use mobile devices in class reported significantly more positive perceptions on all factors, while gender or age had no impact on perceptions. There was a higher probability of mobile devices’ usage in class among teachers working in elementary schools (in comparison with those working in high schools or general/vocational lyceums). Stronger perceptions on mobile learning benefits, preferences and external influences were associated with an increased likelihood of using mobile devices in the classroom. Teachers’ readiness perceptions can be explored from a multi-dimensional perspective, and also be associated with mobile technology use in classrooms. Implications for teacher professional development, methodology and pedagogical practice are discussed.

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Metadaten
Titel
Teachers’ Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece
verfasst von
Kleopatra Nikolopoulou
Vasilis Gialamas
Konstantinos Lavidas
Vassilis Komis
Publikationsdatum
10.06.2020
Verlag
Springer Netherlands
Erschienen in
Technology, Knowledge and Learning / Ausgabe 1/2021
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-020-09453-7

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