https://orcid.org/0000-0001-5491-5554
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ABSTRACT
Mobile applications (apps) are currently used for classroom management, communication with parents, and student learning. Although teachers have acknowledged an unfamiliarity with tools to support their selection of apps for effective use with students, they have welcomed guidance for such evaluations. Thus, we have reviewed mobile technology (apps) from a sociocultural perspective, synthesized evidence-based research, and offered directions for future research.
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Notes on contributors
Meagan C Arrastia-Chisholm
Dr. Meagan C Arrastia-Chisholm is an assistant professor of educational psychology at Valdosta State University. There, she teaches undergraduate courses in psychology and education, as well as a graduate course on research methodology. Her research explores diverse learners across the life-course, learning processes, and effective teaching strategies. With her students and colleagues, Dr. Arrastía-Chisholm is currently exploring parental separation and its effects on educational attainment across contexts (e.g., parental incarceration, deployment, divorce, and adoption).
Samantha Tackett
Dr. Samantha Tackett is an instructor, researcher, and project director from the Learning and Cognition Program at Florida State University. She has taught traditional and online undergraduate courses in assessment, educational psychology, educational technology, instructional systems, motivation theory and mentored undergraduate researchers. Her research interests include first-generation student populations, minority educational experiences, motivation regulation, college retention and the students’ level of engagement, motivation, learning outcomes, persistence, and retention at the university level. She has a professional background in business consulting, test development, and training design and delivery for academic, corporate, government, and military clients.