James Barnes Dissertation Final Defense

The College of Education announces the final Dissertation of

James Barnes

for the degree of Doctor of Education

March 29, 2018 at 3:45 pm  / Virtual

Major Advisor: Andrew Tawfik, PhD


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 38 survey items consisting of demographics (i.e. age, years of experience, content area, grade level, educational degree, and stage of adopting technology), possibilities, benefits, external influences, perceived usefulness, and perceived ease of use in relation to mobile learning and mobile technologies. The research performed a MANOVA using Statistical Package for the Social Sciences (SPSS) to compare the variables of perceived usefulness, perceived ease of use, and mobile learning readiness. The analysis of the data was conducted to determine the statistical significant differences between the teachers from two schools’ perceptions of implementing mobile learning within a K-8 classroom. The results found that there were statistical significant differences in teachers’ perceptions in relation to the benefits and ease of use when it comes to implementing mobile technologies. The results of this study can provide evidence to educational administrators and teachers that equitable investments into purchasing mobile technologies and professional development can transform pedagogical beliefs in m-learning and improve student academic performance. Keywords: mobile learning, m-learning, mobile learning readiness, pedagogical approaches, professional development, TAM, teachers’ perceptions

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