| Research indicates that little change has taken place in teacher training in several years although 21st century demands unique training. While studies have been conducted abroad, minimal research has been conducted in the United States on using mobile learning devices as a method of training for teachers. In response, this qualitative case study examined how use of a hand-held computer for teacher training impacted acquisition of multimedia knowledge and veteran teachers' technological self-confidence. A synthesis of pedagogy and andragogy formed the basis of the conceptual framework with regards to adults as self-directed learners with a need for democratic learning. Four teachers were immersed in the use of a hand-held computer for six weeks and introduced to multimedia curriculum. Qualitative data resulted from responses to questionnaires, audio-taped interviews, and electronic communication venues. Themes and patterns that emerged from data were segmented, grouped into categories, and coded via in-text open coding. Results revealed that teachers developed multimedia knowledge rapidly and improved self-confidence when learning with a hand-held computer. As a result of this study, positive social changes include a method of training that could extend beyond the classroom walls and include the school community, enhance or replace traditional methods thereby reducing the amount of staff development days that extend the school year, and improve teacher training and increase technology self-confidence. In addition, because of the low-cost of hand-held computers, they have the potential to bridge the technology gap and ensure that access to education is equitable. |
