International Education Research

International Education Research

ISSN: 2291-5273 (Print)    ISSN: 2291-5281 (Online)

Volume 3 (2015), No. 3, Pages 26-48

DOI: 10.12735/ier.v3i3p26

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Innovative Teacher’s Perceptions of Their Development When Creating Learner-Centered Classrooms with Ubiquitous Computing

Beth Rajan Sockman1 

1College of Education, East Stroudsburg University of Pennsylvania, Pennsylvania, USA

URL: https://doi.org/10.12735/ier.v3i3p26Citation: 1 (Details)

To Cite this Article     Article Views: 707     Downloads: 394  Since deposited on 2015-10-17

Abstract

Though many USA schools embrace ubiquitous computing, few teachers reach a pedagogical developmental stage that makes the most effective use of technology for learning. In order to better understand the advanced stage of pedagogical development, this research gathers the perceptions of seven innovative – advanced teachers, from four different schools in order to report on their change processes. All participants once taught in traditional classrooms and now create learner-centered classrooms with ubiquitous computing. The results are based on interviews in a comparative case study framework. Despite teaching in various contexts, results revealed that teachers had common experiences. Qualitative themes were based on combining three common developmental change theories. The “entry” stage was heavily influenced by dissatisfaction of societal needs and past ineffective teachers. In later stages, teachers developed strong beliefs coupled with student observations and project creation techniques, and they overcame obstacles of fear through collegial collaboration, furthering their continuous growth. As innovators, teachers’ current concerns focused on how to deepen student learning with meaningful experiences so that technology was worth the cost of time and effort. Teachers’ experiences suggest concepts for further exploration in research and professional development.

Keywords: change, innovation, innovative teaching, one-to-one computing, ubiquitous computing, professional development, teacher change, teacher development, teaching with technology, technology integration, stages of development, learner-centered teaching

To Cite this Article: Sockman, B. R. (2015). Innovative teacher’s perceptions of their development when creating learner-centered classrooms with ubiquitous computing. International Education Research, 3(3), 26-48. https://doi.org/10.12735/ier.v3i3p26

Copyright © Beth Rajan Sockman

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This article is published under license to Science and Education Centre of North America. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License.

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Innovative Teacher’s Perceptions of Their Development When Creating Learner-Centered Classrooms with Ubiquitous Computing
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