ABSTRACT
The functionality of mobile technologies makes them potentially important tools in the current and future landscape of teaching and learning. Although research has established learning opportunities that mobile technologies may provide for students (e.g., Klopfer & Squire, 2007; Kanjo et al., 2008; Rogers & Price, 2008; Franckel, Bonsignore, & Druin, 2010), successful integration into educational contexts requires a focus on teachers’ use of technology. Although mobile tools to support classroom teaching for various purposes exist (e.g., Ratto, Shapiro, Truong, & Griswold, 2003), uptake in educational contexts remains limited. Previous work highlights a number of reasons for this, including concerns that technology does not reflect pedagogic approaches (Major, 1995), teachers’ lack of training or familiarity with computers, and the time involved in learning a new tool (Mueller, Wood, Willoughby, Ross, & Specht, 2008). More importantly, teachers’ beliefs about what and how they teach are instrumental in shaping their teaching practices (Luft, 2009).
