Source: Journal of Technology and Teacher Education Volume 23, Number 4, October 2015
The purpose of this study was to determine the difference in support of inservice teachers and preservice teachers for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that are useful for school-related work and the instructional barriers to mobile phone use.
It compared the perceptions of 1,121 inservice teachers and 245 preservice teachers in Kentucky and Tennessee.
The results indicated significant differences between the inservice teachers and the preservice teachers. In all cases, the preservice teachers were more supportive of the use of mobile phones in the classroom, more positive about the useful features, and had less concern about the barriers associated with using phones for school-related work.