Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction


Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Kathleen M. Hargiss
Lisa-Marie Bald
Judith A. Orth
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
International Journal of Strategic Information Technology and Applications
IGI Global
Date Published: 
Monday, April 4, 2016
Place Published: 
Hershey, PA
Publication Language: 
DOI: 10.4018/IJSITA.2016040103
Karen Schenk
Boyer's Domain: 



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