The purpose of this single-case study was to explore the lived experiences of a grade 6 teacher and students who used tablets as part of their classroom instruction. Malone and Lepper's taxonomy of intrinsic motivations for learning is used as a framework for examining whether and how this particular theory of motivation applies equally well for mobile learning. This study reports on the grade 6 teacher's and students' perceptions regarding the motivational affordances of using these mobile devices for learning. The findings are consistent with those of Malone and Lepper that motivation can be enhanced through challenge, curiosity, control, recognition, competition and cooperation. This model is helpful in informing our understanding of the motivating features of using mobile devices for learning and how mobile technologies can be used to enhance learners' motivation.

This ethnographic research study investigated three elementary teachers' perceived self-efficacy beliefs and their attitudes toward mobile technologyenhanced instruction. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors sought to determine whether and how the three knowledge components that form the foundation of the TPACK framework-technological, pedagogical or content knowledgehave similar levels of influence on teachers' language arts teaching practices. They also examined how each teacher incorporated iPad technologically enhanced pedagogical practices and made connections to their beliefs about the role of technology and education. Data collection consisted of classroom observation field notes, teacher interviews and teacher blogs. Findings reveal that the teachers' attitudes toward the integration of iPad technology formed a basis for how they approached their pedagogy. Compared to their technological and content knowledge, teachers' pedagogical knowledge and years of teaching experience strongly influenced their decisions regarding mobile technology integration. By the end of the study, all teachers identified stronger connections and awareness in relation to the components of TPACK. The implications of these findings will provide insight relevant to the development of professional development opportunities for teachers regarding TPACK that could ultimately lead to more successful technology integration by teachers.

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This article describes how one urban elementary school's professional development workshop on technology helped teachers grow in their knowledge and practice of a digital reading and writing workshop model. Created in partnership with university faculty, school administration, and elementary teachers, this whole‐school professional development initiative enabled urban elementary school teachers to learn how to translate the workshop model to technology‐enhanced teaching practice. Significant elements of the professional development workshop included an opening, a minilesson, small‐group and independent work, conferring, sharing, and debriefing. Data sources included a preworkshop needs assessment survey, postworkshop evaluation surveys, and observational field notes. In describing the components for the professional development workshop and particular learning outcomes for the teachers, this article sheds some light on what is possible in supporting schoolwide technology‐enhanced teacher professional learning.

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