Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference beten how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts re coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.
['Lisa-Marie Bald', 'Judith Orth', 'Kathleen M. Hargiss']
I am writing a research paper on a idea Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction
[{"from": "human", "value": "I am writing a research paper on a idea Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction"}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference beten how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts re coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption."}]