Utilizing personal computer technology in the classrooms has been shown to have a positive impact on student classroom achievement (Butzin, 2001). Despite known gains, incorporation of technology into the classrooms is a slow process that not all educators perform. This reluctance to utilize technology in the classroom tends to stem from a lack of acceptance of these devices, due typically to a lack of information about what benefits can be offered (Ifenthaler & Schweinbenz, 2013). The current study is designed to assess how familiar school personnel are with handheld technology applications that can be useful in the classroom setting, and whether awareness of practical applications for technology increase with access to handheld devices.
Master's thesis, Department of Psychology, SUNY Plattsburgh