Search results for: Dillon Rocco Suzanna

The goal of the study was use cognitive developmental learning theory to explore shifts in preservice teachers' perceptions about using personal digital assistants (PDAs) to enhance instruction in physical education, and to identify factors leading to their shifts in thinking. The authors used interpretive ethnographic methods to study 7 preservice teachers as they participated in a six-month project aimed at integrating PDAs into their teaching.The discussion centers on explaining the findings in light of current technology research and theory, and their implications for teacher education.