Date of Conferral
2022
Degree
Ph.D.
School
Education
Advisor
Heather Pederson
Abstract
The proliferation of the smartphone has encouraged educators, particularly the tech savvy, to seek personalized learning options in lieu of the absence of individualized professional development (PD) offerings provided by their academic institutions that are not based on short-term whole group instruction. Although smartphone use has attracted the attention of researchers, not much has been examined about how educators use the device to enhance their learning. The purpose of this generic qualitative study was to investigate the perceptions of tech-savvy educators regarding smartphone use for informal self-directed PD. The conceptual framework of the study was the 3 x 3 model of 21st century learning. Semistructured interviews were conducted with 13 self-described tech-savvy K–16 educators. Data were analyzed using a priori and inductive codes. Findings indicated that tech-savvy educators’ smartphone use for informal PD was driven by a curiosity to pursue desired interests and the autonomy to access information in real time. Participants perceived the smartphone as indispensable because it allows instant collaboration and access to other professional perspectives. Findings may be used to promote alternative methods of delivering PD opportunities and may provide evidence that the smartphone can be a conduit for inexpensive opportunities for underprivileged educators to pursue informal PD.
Recommended Citation
Ragatz, Matinga E., "Tech-Savvy Educators’ Perceptions of Using Smartphones for Self-Directed Professional Development" (2022). Walden Dissertations and Doctoral Studies. 12828.
https://scholarworks.waldenu.edu/dissertations/12828
Included in
Instructional Media Design Commons, Teacher Education and Professional Development Commons
