Electronic Theses and Dissertations

Identifier

6327

Date

2018

Date of Award

1-1-2018

Document Type

Dissertation

Committee Member

Amanda Rockinson-Szapkiw

Committee Member

Clif Mims

Committee Member

James Meindl

Abstract

Mobile learning (m-learning) has begun its transition from focusing on technology devices to pedagogical approaches that guide the design, development, and implementation of teaching and learning. The trends in the literature have identified pedagogical approaches, professional development and instructional practices that have improved academic achievement with teachers abilities and perceptions as a contributing factor. However, a gap remains about the degree to which teachers effectively integrate and implement m-learning to make a significant impact on teaching and learning. To address this gap, this research was a causal comparative study examining two schools perceptions of implementing m-learning after receiving differing types of professional development. A survey created from an extended Technology Acceptance Model (TAM) and Mobile Learning Readiness Survey (MLRS) was delivered to K-8 teachers from two schools within a large urban school district. The participants included K-8 teachers (n = 39) who responded to 42 survey items consisting of demographics (i.e. age, years of experience, content area, grade level, educational degree, and stage of adopting technology), mobile learning readiness, perceived usefulness, and perceived ease of use in relation to mobile learning and mobile technologies. The research performed a MANOVA comparing and determining that there was a non-statistical significant difference between the two schools and dependent variables. The results found that there was a non-statistical significant difference in teachers perceptions of mobile learning readiness, usefulness, and ease of use when it comes to implementing m-learning and technologies. The participants tended to have higher perceptions of m-learning being able to provide new opportunities to deliver instruction, intentionally using mobile technology more frequently, and willingness to learn how to effectively implement m-learning. Based on the findings, teachers from both schools were ready to implement m-learning regardless of the type of professional development and pedagogical approaches, blended learning or traditional learning, being used. The results of this study provide evidence to educational administrators and teachers that equitable investments into planning structured and organized professional development could transform pedagogical beliefs to effectively implement m-learning and improve student academic performance.

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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