ABSTRACT
Using mobile learning (ML) has become exceedingly relevant in times of distant teaching. Although much is known about the factors affecting ML usage, less is known about the ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process using the lens of Rogers' Diffusion of Innovation Theory. Participants were in-service (32) and preservice (29) teachers who attended ML training. Data were collected using semi-structured interviews (20), focus groups (6), and participants' reflections (183) at three time points. Data underwent multilevel analysis (content and linguistic analysis), revealing 12 themes that denote the ML adoption process and demonstrated intergroup similarities and differences. The study provides theoretical insight into the ML adoption process under crisis and highlights the features that must be addressed to promote optimal ML adoption in teacher education in both routine and emergency conditions.
ABSTRACT
Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.
