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Dissertation/Thesis Abstract

Mobile devices and the teacher perceived barriers impacting effective integration in the K-5 classroom
by Nixon, Tina S., Ed.D., University of Phoenix, 2013, 161; 3570579
Abstract (Summary)

This qualitative, phenomenological study explored the teacher perceived barriers of using mobile devices in the K-5 classroom. Research confirms teachers face various types of variables and become reluctant to use technology within their curriculum driven lessons. This study sought to understand what teachers perceive as barriers, and how the perceived barriers interfere with the daily instruction through mobile devices in all subject areas. The problem guiding the study was based on the fact that teachers are given mobile devices, but do not fully integrate them into the classroom instruction. The study used a purposive sample of 12 elementary teachers. The findings from the study were derived from interviews using open-ended questions and an observation. Both were used to gather data based on the lived experiences of the participants. The data was analyzed and the following themes were discovered: Time constraints, management issues, inadequate number of devices, professional development/training concerns, and lack of knowledge. These findings may provide school leaders with specific areas to address, possibly reduce, or eliminate the barriers that cause teachers to limit their use of mobile devices.

Indexing (document details)
Advisor: Chen, Linlin
Commitee: Florian, Timothy, White, Guy
School: University of Phoenix
Department: Educational LeadershipEducational Technology
School Location: United States -- Arizona
Source: DAI-A 74/09(E), Dissertation Abstracts International
Subjects: Elementary education, Teacher education, Educational technology
Keywords: Barriers to integration, Handheld devices, Mobile devices, Technology integration
Publication Number: 3570579
ISBN: 978-1-303-15758-5
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