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Mobile Apps Affordances and Innovation Adoption in Teacher Education and Practice

Bibliographic Data

ID5867827
AuthorsGlenda A Gunter (0000-0002-6441-4814, University of Central Florida), Junia Braga (0000-0002-8450-2061, Universidade Federal de Minas Gerais)
Year2018
Volume34
Issue0
Publication date2018-12-13
Open AccessYes
TypeARTICLE
VenueEducação em Revista (JOURNAL)
Journal identifiersISSN: 0102-4698 • E-ISSN: 1982-6621
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/0102-4698189927
OpenAlexW2905448885
SciELOS0102-46982018000100185
LanguageEN
References cited5

Despite society's adoption of mobile devices, we have yet to learn whether teachers perceive these artifacts as an innovation and what their potential is for teacher development and practice. This study aims to answer the following questions: what does mobile application affordances teachers perceive for their professional development and practice? What do these affordances reveal concerning Rogers (2003) innovation attributes, namely: relative advantage, compatibility, complexity, trialability, and observability? The analysis of eleven teachers' narratives indicates that teachers do perceive the affordances of their devices for professional development. As for instruction, these teachers report that lack of school equipment and the need for a curriculum that includes the use of emergent technologies may indicate a low degree of compatibility, an attribute concerning a social system's values. The reported affordances indicate the need for a new value system if the adoption of mobile learning is to take place in formal education

Affordance · Curriculum · Human–computer interaction · Knowledge management · Mathematics education · Mobile device · Narrative · Pedagogy · Professional development · World Wide Web · Child Development and Digital Technology · Computer Science · ICT in Developing Communities · Mobile Learning in Education · Psychology

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