Published:
Jul. 01, 2012
Source: Journal of Technology and Teacher Education, 20(3), 331-355. 2012
The authors draw illustrative findings from a study of high school English teachers during the implementation of an ubiquitous mobile learning innovation.
The authors use multiple profiles generated from the Concerns-Based Adoption Model (CBAM) to exemplify how they identified and supported teachers’ diminishing and increasing operational and pedagogical issues through an iterative co-generated action-planning programme.
The authors discuss the practical implications for teachers in moving towards student-centred learning and the limited utility of one-size-fits-all technical training.