AN EXPLANATORY STUDY OF HIGH SCHOOL TEACHERS' INTEGRATION

OF MOBILE LEARNING IN THE CLASSROOM

Committee membersDr. Dorothy SammonsDr. Esther NtuliDr. Beverly RayDr. Gary StorieDr. Nancy Devine

Presented bySuh Sylvia Manka Azinwi Dissertation DefenseDate: June 24th, 2015Room B16, Eli M. Oboler Library

What is Mobile Learning?

Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies (O’Malley et al., 2005).

Background of the study

• Mobile learning research is still in its infancy• Technology and change• Teacher experiences are not being properly

researched and documented.• Research has focused on students’

personal/individual use of mobile devices.

3

Problem Statement

Mobile learning research in the secondary school setting are pilot studies, case studies, teacher, and student perceptions, not much empirical research has specifically focused on teachers integration experiences, strategies, benefits, and challenges.

Gaps in the Research Literature• No consistent mobile learning definition (Traxler, 2009:

O’Malley et al., 2005)• The use and application of mobile learning in schools is often

viewed from the students’ experiences (Wang, Shen, Novak, & Pan, 2009; Hwang & Chang, 2011; 2013; Kim, Rueckert, Kim, & Seo, 2013; Chu, 2014).

• The amount of available primary research studies is still small, relative to other fields of study like e-learning (Pollara & Broussard, 2011).

Gaps in Literature continued

• There is a wealth of research in higher education (Pietrzyk, 2013).

Purpose of the Study

The purpose of this explanatory study was to examine high school teachers’ experiences with integrating mobile learning in their classrooms.

Importance of the Research

• Teachers’ professional growth. • School administrators may use the findings of

this study to make available more professional development opportunities.

• Teacher educators

CONCEPTUAL FRAMEWORK OF THE STUDY

Figure 1: The components of TPACK framework (diagram from http://tpack.org).

TPACK Framework is…

• Conceptual• Descriptive• Inferential• Analytical• Applied

TPACK Framework is not…

• Prescriptive: No rules or directions• Complete: Not all the skills that a teacher is

going to need are not listed.

RESEARCH QUESTIONSSix research questions guided the study;

1. How do high school teachers define mobile learning?2. What do high school teachers regard effective mobile learning

strategies?3. What do high school teachers regard as the benefits of mobile

learning in the classroom?4. What do high school teachers regard as significant challenges

of mobile learning in the classroom?

5. How can high school teachers overcome the challenges of mobile learning?

6. What are the experiences of high school teachers with mobile learning integration in their classrooms?

Research Design

Sequential explanatory mixed research procedure • Primary purpose is to get qualitative data to

help explain initial quantitative results (Creswell & Clark, 2007).

Mixed-methods Sequential Explanatory Design

Quantitative data collection

Quantitative data analysis

Connecting quantitative and

qualitative phases

Qualitative data collection

Qualitative data analysis

Integration of quantitative results

and qualitative findings

Pilot Study

Two teachers WY + ID

Survey + Interview

Procedure revision +

Instrument revision + protocol revision

Population and Sampling for Survey: Quantitative Phase

1000 survey requests emailed

•Those the researcher has access to their email

109 responded

•Included incomplete responses

5 dropped•Significant incomplete portions of the survey

104 valid surveys

•Complete or had significant portions completed

Data analysis in quantitative phase

• Lime survey– View results and field summaries– Filter data e.g. by survey completion, ID number,

response, text.– Descriptive data

Sampling for Interviews: Qualitative phase

14 survey participants

provided email addresses

• Refer to survey

10 Science teachers1 Math teacher2 Social Studies

Teachers1 History Teacher

• Inclusion criteria

4 Science teachers1 Math teacher2 Social Studies

Teachers1 History teacher

• Participants

Data Analysis in Qualitative phase 2

Raw data from interview transcripts

Organized data according to questions.

(8 sets of data)

Read through each question and started

creating patterns

Coded the dataOpen coding

axial coding

Themes Data reduction and clustering

Final themes and conclusions

Findings: Research Question 1The coding process for the definition of mobile learning using the inductive approach.

Coding Frame Data

1. Initial read through text data

76 definitions in five pages of text

2. Identify specific segments of information based on how it related to the research question.

125 segments of text

3. Label the segments of information to create categories

Six concepts Making use of Internet

resources Mobility of Learner Mobility of learning

process/anytime/anywhere Mobility of technology Subset of distance

learning Nature of mobile device

4. Reduce overlap and

redundancy among categories

Four categories Making use of Internet

resources Anywhere, anytime

learning with technology Subset of distance

learning Nature of mobile device

5. Create a model

incorporating most important categories

Three themes Making use of internet

resources to enhance/guide/facilitate instruction

Learning assisted by personal electronic devices (iPads, cellphones, Chromebook, and laptops).

Anywhere, anytime learning using 21st century technology

Note: Adapted from Creswell, 2002, Figure 9.4, p.266

Findings: Research Question 1

• There is still an inconsistency with mobile learning definition.

• Mobile learning is not a term often used by teachers (new concept + difficult to define)

• Mobile learning should emphasize use of the internet

Recommendation

• Making use of up to date internet resources by a teacher as facilitator and a student, to interact for learning purposes assisted by personal electronic devices anywhere and anytime.

Results: Research Question 2Table 1

Specific Mobile Learning Strategies Integrated by Respondents

Mobile learning strategy n=64

# of responses

= 306

Percentage

Individual/Group Collaboration

Gaming

Communication (Homework reminders)

Note Taking (taking pictures/videos/recording)

Texting

Formative Feedback (e.g Clickers)

Podcasting /Blogging

Virtual Field trips

Webquests

Simulations

Learning Organizer

Guided Reading

Other

Total number of responses

51

13

41

45

15

18

6

16

22

25

16

16

22

306

16.66

4.25

13.39

14.70

4.90

5.88

1.96

5.22

7.18

8.16

5.22

5.22

7.18

Findings: Research Question 2

Mobile learning integration strategies• Research Tools• Homework Reminders• Formative Feedback

Results: Research Question 3Statement SA A UC D SD M SD Total

Mobile learning increases student motivation and engagement

20.31% 45.31% 26.56% 6.25% 1.56% 3.77 0.9 64

Mobile learning increases communication

17.18% 40.63% 28.13% 12.5% 1.56% 3.59 0.97 64

Mobile learning improves collaboration skills.

15.63% 25% 42.19% 17.18% 0% 3.39 0.95 64

Mobile learning fosters classroom support

14.07% 31.25% 39.06% 14.07% 1.56% 3.42 0.96 64

Mobile learning improves real time feedback

34.38% 34.38% 25% 3.13% 3.13% 3.94 1.01 64

Mobile learning encourages self-directed learning

13% 25% 18% 2% 2% 3.77 0.94 64

Mobile learning makes grading of student work easier

18.75% 21.88% 37.5% 17.18% 4.69% 3.33 1.11 64

Table 10Benefits of Mobile Learning Integration in High Schools

Findings: Research Question 3Interviews• Research• Stay connected with other teachers (Twitter,

Facebook)• Formative evaluation

Results: Research Question 4Table 11

Challenges of Mobile Learning

Statement SA A UC D SD M SD Total

There is a lack of training

17.46% 41.26% 19.05% 15.87% 6.34% 3.48 1.15 63

Personal comfort level 4.76% 12.69% 20.63% 49.21% 12.69% 2.48 1.03 63

Students not digitally literate

4.76% 15.87% 11.11% 42.85% 25.39% 2.32 1.16 63

Limited Internet connectivity

6.34% 26.98%

12.69% 26.98% 26.98% 2.59 1.32 63

Distraction 33.33% 44.44% 7.94% 11.11% 3.18% 3.94 1.08 63

Too many mobile devices

6.34% 29% 30.16% 42.85% 6.34% 2.71 1.01 63

No time 7.94% 23.80% 12.69% 33.33% 20.63% 2.67 1.28 63

Cheating 19.05% 31.75% 25.40% 17.46% 6.34% 3.4 1.17 63

Findings: Research Question 4

Themes• Limited connectivity• Lack of experienced teacher support

Results: Research Question 5

Table 1

Overcoming the Challenges of Mobile Learning Integration

Statement SA A UC D SD M SD Total

Need for professional development

25% 40% 15% 15% 5% 3.65 1.16 60

Early adopter 15% 36% 29% 17% 3% 3.42 1.05 60

Positive attitude 37% 50% 7% 2% 5% 4.12 0.98 60

Awareness of mobile digital citizenship

30% 47% 15% 7% 2% 3.97 0.94 60

Findings: Research Question 5

Four themes• Piloting mobile learning integration, using

polls and surveys• Creating “ungoogleable” tasks• Become technologically self-sufficient, • Attending professional development training

Recommendation

Figure 1. Possible Professional Development Approach to Mobile Learning

Findings: Research Question 6

Success stories: • Creativity • Engagement• Support of special needs students • Individual differences

Findings: Research Question 6

One teacher said, There is one student who has an IED (Intermittent Explosive Disorder) and so he ... I also indulge in ELL, so, I know how to present vocabulary. He was able to learn the vocabulary and have a really good grade on subsequent tests. I was pretty happy that online flash cards helped him concentrate.

Findings: Research Question 6• Failures: Most of the failures cited by teachers

were due to outside elements, such as technology breakdowns and outdated websites. – Internet connectivity

Findings: Research Question 6

One teacher said:In the past, I check for certain websites that I wanted the kids to go to and understand those websites. Certain times the websites don’t work, or they don’t come up or they weren’t updated. That kind of stuff is frustrating.

Findings: Research Question 6

• First day– Success– Frustrations

One teacher said:I had them logged on in about five minutes. I showed

them around the website, Khan Academy for another five minutes and then I got them started and they were doing problems the first day about half way through the period. So it was very positive. We went into it right away and got started right away.

Findings: Research Question 6

• PersistenceStudents' motivation One teacher said:

The kids love it. When I use it, they learn and when they learn more I have accomplished my goals as a teacher.

Findings: Research Question 6

Self-owned devices.One teacher said:• I think the kids like it, I think they learn from

it… Most of the time I can just say “Ok kids get your phones out or get your iPads out”, and most of them already have it in my class.

Conclusions• Teachers do not have a consistent definition for

mobile learning.• The challenges of mobile learning are unavoidable

but solutions are available.• Classroom support, communication, real-time

feedback, collaboration, student engagement/motivation.

• PD should address the technological, pedagogical, content knowledge, and digital citizenship elements

Implications for Practice

For Teachers• Support and teach the use of

mobile devices in the classroom on a regular basis.

• Teachers may recognize their own challenges within this study and be prepared to face those challenges.

• The importance of teaching digital citizenship skills to their students

School Administrators• School administrators need to

understand that when they ban rather than embrace real world technologies for teaching and learning, students are unprepared to connect the power of technology to learning, unprepared as digital citizens, and lack sufficient knowledge to safely navigate the internet.

Implications for Practice

For Teacher Educators• Ground teacher candidates on

mobile learning integration strategies.

Limitations

• The survey design• The low response rate of 10.4% • The study relied on participants being

articulate and honest about their experiences.• The study required the researcher’s

interpretation of dataThe study had some delimitations that served as basis for continued research.

Recommendations for Future Research

1.Review and update the survey 2.Further research is needed in developing a

universal mobile learning integration strategy for major content like science, mathematics, humanities, and social sciences.

Recommendations for Future Research

3. Further research is needed on how each aspect TPACK framework contributes to mobile learning integration.4. Although this study was conducted with teachers, it would benefit the educational profession to survey school administrators.

Q & A

References• Creswell, J. W. (2013). Qualitative inquiry & research design. Choosing among approaches (3rd ed.). Thousand Oaks, CA:

Sage Publishing.

• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?

•Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

• O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., ... & Waycott, J. (2005). Guidelines for

learning/teaching/tutoring in a mobile environment.

• Pollara, P. & Kee Broussard, K. (2011). Student perceptions of mobile learning: A review of current research. In Proceedings

of Society for Information Technology & Teacher Education International Conference (pp. 1643-

1650).Chesapeake, VA: AACE.

• Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning (IJMBL), 1(1), 1-12.

• Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students' learning behaviours and

performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695.