Instructional Technology (EdDIT)
School of Education
Rachel A. Ayieko
David D. Carbonara
technology implementation, learner control, robust understanding, problem-solving
Technology is shaping our personal and professional lives every day, yet many educators struggle with its implementation and therefore are not using it to the fullest potential. The purpose of this single-case study was to analyze how a teacher’s participation in a Professional Development (PD) initiative influenced the implementation of mobile technology in teaching and learning mathematics. Using the Teaching for Robust Understanding (TRU) framework (Schoenfeld et al., 2016a) and the Substitution, Augmentation, Modification, Redefinition (SAMR) model (Puentedura, 2006) in this qualitative research, I employed a case study approach to understand the challenges faced by a teacher and ways of overcoming barriers to technology implementation in teaching mathematics. Using a thematic analysis of the multiple data sources, I was able to examine how a PD experience shaped a teachers’ practice and how this initiative provided opportunities for agency, ownership, and identity. Three thematic findings were teacher workload, shaping teacher technology implementation, and opportunities for learner control. Participating in this PD initiative allowed the teacher to take the role of a facilitator and have a more balanced workload. The findings suggest that mobile technology implementation makes learner control possible. This study paves the way for opportunities for a teacher to promote a more robust understanding of selected mathematics topics. Implications for theory, research, and practice are discussed.
Scarlett, N. A. (2022). On Your Marks, Handset, Go: An Illustrative Case Study of a Professional Development Initiative about Mobile Learning (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2101
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