You are here:

Preservice Teachers’ Knowledge and Perceptions of Educational Applications of Handheld Computers
PROCEEDINGS

, Northern Arizona University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This quasi-experimental research investigated preservice teachers' knowledge and perceptions of educational applications of handheld computers. Quantitative and qualitative data were collected from two groups (non-cohort and cohort) of perservice teachers (N=27) at a university in the southwest of the United States. Study results yielded from an analysis of ANOVA with repeated measures showed that the knowledge and perceptions of educational applications of handheld computers were related: the two groups of preservice teachers changed their perceptions of the educational use of handheld computers after they gained knowledge about them. The result drawn from qualitative data showed that the two groups of perservice teachers were different in their willingness and the actual ways they would use handheld computers in their own classroom as illustrated in their class assignments.

Citation

Zhan, H. (2005). Preservice Teachers’ Knowledge and Perceptions of Educational Applications of Handheld Computers. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2133-2137). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 2, 2021 from .

Keywords

References

View References & Citations Map
  1. Bull, G., Bull, G., Garofalo, J., & Harris, J. (2002). Grand challenges: Preparing for the technology tipping point. Learning and Leading with Technology, 29 (8), 6-12.
  2. Byrom, E., & Bingham, M. (2002). News Wire. SouthEast Initiatives Regional Technology in Education Consortium, 5 (2), 1-34.
  3. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38, 813-834.
  4. Fosnot, C.T. (1996). Constructivism: Theory, perspectives, and practice (pp.ix-7). Teachers College Press. K-12 Handhelds. (2003). 101 Great Educational Uses for Your Handheld Computer. Long Beach, CA: K-12 Handhelds, Inc..
  5. Loh, C.S. (2001). Learning tools from knowledge nomads: Using personal digital assistances (PDAs) in web-based learning environments. Educational Technology, November-December, 5-14.
  6. Picciano, A. (2002). Computer Application in Instruction. In A. Picciano, Eudca t iona l Leadership and deplaning for technology (3rd edition) (pp. 79-107). Upper Saddle River, NJ: Pearson Education.
  7. Pownell, B.D., & Bailey, G.D. (2001). Getting a handle on handhelds: What to consider before you introduce handheld computers in your school. Retrieved on April 28, 2004, from http://www.electronic-school.com/2001/06/0601handhelds.html
  8. Tyre, T. (2002). New report: Handheld computers play a productive role in K-12 teaching and learning. District Administration, 38 (11), pp. 19-21.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read