Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom

Abstract

Mobile technology has become popular worldwide with a broad range of users, including students from all levels of education. Although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers' perceptions of how mobile technology impacts in learning and its relation to Applications (Apps) use in the classroom. This state of affairs is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 teachers of 12 different primary schools in Spain. The questionnaire collected data about teachers' individual information, teachers' perceptions on the impact of mobile technology in learning, and use of a set of selected Apps in the classroom. Findings suggest that facilitating access to information and increasing engagement to learning are the two main impacts of mobile technology in the classroom. Findings also show that the choice of Apps is related to the teachers' perception of how mobile technology impacts in learning. Findings could help teachers to take advantage of the combination of affordances of mobile technology and Apps that actually improve some aspects of learning practice.