HOW CAN MOBILE SMARTPHONE TECHNOLOGY DEVICES BE USED TO MOTIVATE STUDENTS TO LEARN AND BE ENGAGED IN CLASSROOM LEARNING?

BARRY D. THIBAULT

UNIVERSITY OF WEST GEORGIA

AbstractThis preliminary study details the plans to utilize a mixed methodologies to explore students’ use of mobile smartphone technology devices and its effects on their motivation to learn and be engaged in today's classroom.

Data collection procedures will include an analysis from high school students in 9 Fine Arts classes (3 chorus, 3 theater and 3 band) in Atlanta, Georgia. Data will include usage logs, student work samples, student and teacher interviews, and classroom observations.

Findings highlight the personalization of learning afforded by such devices both in terms of individuals and individual classroom cultures, as well as their usefulness in extending learning beyond the classroom. They also suggest that increased motivation due to mobile device use leads to increases in the quality and quantity of student work. (Keywords: mobile technology, student motivation, integrating technology, PDA, cell phones, smartphones)

Introduction

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Today's students come to campus with a variety of technology devices and Internet-basedaccounts. Students may be engaged in online conversations and activities, but faculty, including those across the UW System campuses, continuously face the challenge of increasing engagement and communication in their classrooms. In particular, faculty teaching hybrid or online learning environment have found it difficult to communicate with students due to the mediated environment.

Mobiles enable ubiquitous access to information, social networks, tools for learning and productivity, and much more. Mobile devices continue to evolve, but it is the increased access to affordable and reliable networks that is driving this technology now. Mobiles are capable computing devices in their own right — and they are increasingly a user’s first choice for Internet access.

Educators have also recognized that students typically favor certain technologies overothers. For instance, students are rapidly adopting mobile devices such as laptops and Internet capable handheld devices and are quickly becoming power users. CUlTently, the University of Wisconsin-Milwaukee (UWM) has been conducting studies on how mobile technologies (e.g.,Web clickers and Twitter Back Chmmel) can enhance learning in face-to-face (f2t), blended, and online classes through the use of students' mobile devices (laptops, iTouch, smartphones, etc.).

While both studies have provided UWM with a preliminary foundation for understanding howmobile technologies can impact the learning process, more research is needed.This proposal is designed to explore the use of mobile technologies and the ways inwhich they may support student learning. More specifically, this research will investigate the use of mobile devices to for the following purposes:

o Deliver content (e.g., announcements, PDFs, YouTube videos, simple augmentedreality);o Foster experiential learning experiences (e.g., simulations, role play);o Data collection (e.g., fieldwork, interviews, Internet research)o Feedback (e.g., Twitter backchannel, mobile clickers); ando Content creation by students (e.g., video, images, audio).

Dr. Barbara Means, director of SRI's Center for Technology in Learning states, "Schools that

have adopted handhelds to date have done so without the benefit of research to guide

them. Now, through the results of the PEP program study, teachers and schools can make

informed decisions about adopting and implementing handhelds. Twenty-five (25) years of

research on desktop computers has shown that, when used appropriately, technology can

have a beneficial impact on teaching and learning" (Vahey & Crawford, 2002).

Teachers and students participating had a high acceptance of handhelds in the

classroom.

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Teachers were enthusiastic about the support to teaching and learning handhelds

had to offer.

89% said of the teachers found the handhelds to be an effective instructional tool for

teachers;

93% of the teachers believe that handhelds can have a positive impact on students'

learning;

95% of the teachers said their students were "very" (66%) or "fairly" (29%)

comfortable using the handhelds

90% of the teachers plan to continue using handhelds in the classroom post-study

72% of the teachers said handhelds are more easily used in the "flow of classroom

activity" than desktop computers (Vahey & Crawford, 2002).

As I have been researching my particular topic, I often read about training the students to handle the proper behavior, respect and maturity for the integration of mobile technology. It is most important to train these students on this technology etiquette at a very early age and not ban them from the use.

As Parry (2011, p. 16) suggests ,“We are called on as teachers to teach them [students] how to use these technologies effectively, to ensure that they end up on the rightside of the digital divide: the side that knows how to use social media to band together.” Parry believes that mobile web literacy is as important as basic literacy and a necessary skill for future employment.

Study Findings:

The article discusses some very positive data of the integration of technology into the classroom. The recent 2011 Horizon Report projects mobile learning’s time to adoption as one year or less with two convincing statements: “By 2015, 80% of people accessing the Internet will be doing so from mobile devices” and “Internet-capable mobile devices willoutnumber computers within the next year” (Johnson, Smith, Willis, Levine, & Haywood, 2011, p. 12).

Creative ideas for motivating students utilizing mobile technology: 3 types of literacy (Parry, 2011)

1. Understanding Information Access- Polling tools, materials found online2. Understanding the new sense of space- Engage in experiences outside

classroom.3. Hyper connectivity-Utilizing Facebook, mixable, hotseat, dropbox, twitter

social apps to connect classroom discussion outside of class time.

Based on Ryan (2007) and Educause’s 7 Things You Need to Know, here3

are some reasons why mobile learning is significant:

• Natural fit for distributed learning and fieldwork.• Natural fit for students that includes ease of use (students knowhow to work these devices).• No need to call technology services (IT) to get the electronic classroomto work. If there is wireless connectivity, students can just usetheir devices.• Promotes active learning, student engagement, and collaboration.• Connects students with each other and with instructor in large classes.• Supports lifelong learning as it is integrated within a tool used fordaily living.• Provides access to experts, information, and knowledge at the pointof learning (Ryan, 2007).• Builds a community of practice that extends learning beyond theclassroom or the online course management system (Ryan, 2007).

The article validates many downsides (CONS) of integration:

• Hardware platforms vary in terms of screen size and functionalities.• There is no development standard for creating new applications.• Cost of data plans on mobile devices.• Wireless infrastructure needs to be in place for learning spaces.• Re-purposing current learning materials to fit mobile devices can bea challenge for IT, instructional designers, and, of course, faculty.• These devices can provide frequent interruptions for a studentdespite their engagement in the class.• Faculty are not as familiar with the tools.

Quantitative and qualitative research designs would be used to formally evaluate these mobileteaching and leaming activities. The results of this research would be shared throughout the UWEducators have also recognized that students typically favor certain technologies overothers. For instance, students are rapidly adopting mobile devices such as laptops and Intemetcapablehandheld devices and are quickly becoming power users. While students may be activelyusing mobile devices for personal reasons, they are just beginning to integrate these tools intotheir academic experience. For example, the results of an Abilene Christian University (ACU;2009) indicate that more than 80% of the 109 faculty respondents regularly use mobile devices intheir classes.

Today's mobile technologies bear little resemblance, functionally or physically, to first-generation cell phones. They include a broad array of devices such as music and video players, cell phones, smartphones, tablets, and netbooks, all with access to cellular carrier networks, WiFi, or both. And while features and performance continue to climb, prices regularly drop, making mobile devices virtually ubiquitous.

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The potential enormity of this user base has attracted software developers large and small. Nearly every available mobile device supports third-party application development, providing a rich selection of productivity, entertainment, and education applications, along with core functionality such as instant messaging, e-mail, calendar, and Web browsing. And advances in processor performance, storage, cameras, and sound have all contributed to providing users the same rich media experience they've come to expect from desktop systems. The integration of QWERTY keyboards is making obsolete the days of pecking out text messages using a numeric keypad. Also common are large, high-resolution displays that offer onscreen keyboards, multitouch gestures, and the ability to clearly view the screen both indoors and out. All of this combines to create the equivalent of a pocket desktop, in a portable, always-connected form factor.

So what is all of this doing for K-12 education? Nothing short of disrupting and transforming the established teaching and learning paradigm. To start, mobile technology is helping to solve the two challenges facing education today: students' desire to learn differently, and students' need to learn differently.

Kids today are captivated by the personalization and socialization of online tools--the ability to build large networks of friends; share their thoughts, feelings, and goals; and communicate as they wish. Students have become so invested in mobile devices that our society has coined a new term for them--digital natives--to represent their having only known a world where all of this is possible. And not only is it possible, it's possible anytime and anywhere, via a plethora of devices and widely available cellular and WiFi networks.The upshot is, these digital natives now have in their hands the tools to shape their own education in once unimagined ways. They have the ability to interact with other learners at their convenience, with differences in time and place presenting no hurdle. They can research, on the spot, any topic of interest. And they can capture the moment, whether it's in a picture, a video, or a blog entry.

Mobile devices are not the first technology to promise great improvements in education. Similar claims were made about e-books, distance learning, electronic whiteboards, and many more. But there are several differences between those earlier tools and the opportunity presented by the use of digital applications, resources, content, and the Internet in tandem with mobile devices.To begin with, mobile technology and Internet access are already ubiquitous, requiring little or no capital investment by schools. Students--or really their parents--are the ones making that investment. Earlier educational technologies required schools to deploy the technology, incorporate it into the curriculum, and train the users. Once schools made it past the deployment and infrastructure issues, they often ran right into training as the next stumbling block.This time around, students, generally already expert users, need little or no support, and faculty and staff quickly become acclimated. In any case, as opposed to requiring specialized support from a handful of experts, newcomers have an enormous user base to tap for assistance.Plus, previous generations' tech innovations mostly perpetuated the traditional classroom structure, and in doing so missed out on perhaps the single most potent enabler of academic success--student engagement. Mobile technologies have no such failing. Students need no extra encouragement to use them. They already spend virtually every available

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moment on them, texting, instant messaging, posting personal status updates, and the like. All of that energy can also now be brought to their schoolwork.Can you imagine telling a kid to stop spending so much time on algebra? Or not to go overboard on researching historical sources? Sounds like pure fantasy, but that could become the new reality if we have the courage to discard an outdated teaching methodology that doesn't reach today's students, and instead embrace their bustling, burgeoning digital world. Mobile devices applied in the context of education will engage students, foster deep and meaningful learning, and result in today's kids reaching frontiers that generations before them could never hope to glimpse.

Numerous reports indicate that the demand for mobile devices is on the rise. A repoliproduced by Morgan Stanley (Meeker, Devitt, & Wu, 2010) claims that the mobile Internet is being adopted at a faster rate than the desktop internet. At the end of2009, there wereapproximately 4.5 billion cell phone subscribers worldwide, and that number is expected to reach 5 million in 2010. While the Clll1'ent economic recession has dampened sales in some markets, the demand for mobile devices remains strong (e.g., Parks & Teltscher, 2010). The comScore Report for August 2010 (Flosi, 2010) states that 234 million Americans ages 13 and older used mobile devices from June-August 2010; 55.7 million people in the U.S. owned smart phones during that same three month period. Also, there has been an increase in spending on mobile leaming even in a recession. Thedemand for education and training is increasing, as well. There has been an increase in venture capital money, new deals with educational publishers (content services and device makers), thereare new devices, more demand for location-based leaming, and 4G roll out in the United States.Infonnallearning via mobile devices is changing the notion of space, community,discourse, and knowledge. Mobile devices are "remediating our experience of place, creating anew world where we are neither entirely here, nor there but in multiple, occasionally hybrid,places of our own choosing" (Squire, 2010; p. 78). In the world of technology, there is aconvergence among gaming devices, PDAs, personal media players, tablets/slates, GPS, smartphones, handheld ereaders. Stated another way, a device is created to do one thing, but with useit evolves to include functions of other devices (cell phone - now a camera, mp3 player, phone,computer, gaming device, etc.; Jenkins, 2006). Early research emphasized the potential formobile devices to realize the long-held dream of one-to-one computing (one device for everystudent) from a classroom perspective. As Roschelle and Pea (2002) note, mobile computers will"enable a transition from occasional, supplemental use to frequent, integral use" (p. 2).The 2010 Horizon Report lists mobile computing as a technology to watch and places itin its near-term adoption horizon, which is approximately 12 months. According to the 2010ECAR study (Smith, Caruso, & Kim, 2010), more than three-fOUlihs of students responding tothe survey own and use a mobile device. This increase in ownership and use is beginning topenetrate the educational system. Recent reports suggest that K-12 schools are allowing and evenencouraging the use of mobile devices, including cell phones in the classroom (Project

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Tomorrow, 2010; Wang, 2010). By 2014, the Millennial generation will make up about half ofthe workforce (Bingham & Conner, 2010). These individuals are comfortable with technologyand expect to use it to leam.Preliminary research suggests that mobile devices can create more active leamingexperiences that improve student engagement and course retention (Joosten, 2010) whichindicates that the potential exists for more wide-spread initiatives. For example, AbileneChristian University has conducted a larger-scale mobile leaming initiative that encompassed theentire institution. That institution repolis richer learning experiences that have energized theirstudents and faculty (ACU Mobile Leaming Report, 2009-2010).

According to a K-12 study conducted by Project Tomorrow (2010), there are severaladvantages to using mobile devices in an educational setting. These include the following:• Improves teacher-student communication• Increases teacher productivity• Increases student engagement and learning• Extends the leaming beyond the school day• Enables students to personalize their instruction• Equips students with 21st century learning skills that are critical to workplace success(e.g., communication, teamwork, critical thinking, problem solving)Preliminary research also suggests that mobile devices can create more active learningexperiences that improve student engagement and course retention (Joosten, 2010). That,combined with the widespread adoption and use of mobile devices such as cell phones and smart phones among students, suggests that research that further investigates mobile learning is needed.

For example, Abilene Christian University has conducted a larger-scale mobile learninginitiative that encompassed the entire institution. That institution reports richer learningexperiences that have energized their students and faculty (ACU Mobile Learning Repolt, 2009-2010). In addition, students in K-12 are stating that technology would make it easier for them to do their schoolwork (Project Tomon'ow, 2010).

To better understand the convergence of these tools and their use in educational settings, this research proposes to examine the combination of the affordances of mobile technology. But what is mobile learning?

Mobile learning is learning from and with others via mobile devices. Takinga mobile learning approach may improve the educational experience by:• Increasing access to course-related communication• Engaging the attention of the students by encouraging participation and dialogue• Making students active patticipants in their learning• Facilitating the creation of peer networks and learning community through the sharing ofideas• Encouraging anytime, anywhere leaming opportunities• Creating real time, just-in-time educational experiences that foster student learning• Harnessing the power of crowdsourcing and collective wisdom to encourage peerinteraction and collaboration.

Together, a mobile device initiative would support student-centered learning and meaningfulengagement, and prepares learners for skills students need in the 21 st century.This project will consist of several members in different disciplines throughout thecampus who will integrate mobile devices into their course design. The goal is to determine

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whether mobile technologies can support teaching and learning activities, as well as assessingeffective uses of these systems in courses. This research would explore the use of mobile devicesto deliver content (e.g., announcements, PDFs, YouTube videos, simple augmented reality),encourage experiential learning (simulations, role plays), enable data collection (e.g., fieldwork,interview, Internet research), provide feedback (e.g., Twitter backchannel, mobile clickers),

create content (e.g., student created content including video, images, and audio

components).

System and support future initiatives involving educational uses of mobile technologies.

Problem Statement

Today’s society is filled with technology. In this technology-rich environment, information-

on-demand is a prevalent force. Children growing up in this era learn much differently than

their teachers and parents did. Unfortunately, adults often gravitate toward teaching the

way they were taught as children. This can no longer be the case.

More than 75% of the students interviewed reported using their mobile devices

outside of the classrooms.

The portability seemed a particularly important factor in their use.

Students in the middle school classes reported using their mobile computing devices

mostly for taking notes.

Elementary students reported using them for a variety of writing activities.

Students preferred using the devices to writing by hand.

Student reports they are most useful for scheduling, creating calendars, creating to-

do lists, and outlining ideas.

Students also reported enjoying drawing programs and games.

Data show a tendency for girls to use mobile computing devices more than boys.

Most frequent use of the devices was for word processing.

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The study data was used to answer the following research questions:

1. How do students use mobile computing devices?

2. Does the use of mobile computing devices affect students' motivation to learn and engagement in learning?

3. Does students' use of mobile computing devices support learning processes?

The use of technology is a critical component in education today because it has become such an integral part of daily life in our society. However, teachers have not been adequately trained on how to effectively use the wealth of technology that is available to them. Having access to technology is not enough. Teachers need to learn how to use what they have and to learn how technology can enhance their teaching practice. The goal is to learn and disseminate "best practices" and other resources for teachingwith mobile media for use by faculty and LTDC staff throughout the UW System through aproject website. As an institution, UWM must prepare for these tech-savvy students and interactwith them in ways that are natural to them. This project will prepare the campus to support andassist instructors as they become interested in introducing digital learning activities into theircourses.

Research Timeline

Summer

June- July, 2011

Develop Research Questionnaire and Administer

to MEDT 8484 participants for preliminary study.

Research data and learn technique, data research

on mobile technology integration

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Literature Review and Focus

Fall

August -September, 2011

Define expectations for faculty redesign projects Describe other requirements and responsibilities

for faculty paI1icipants Identify and recruit faculty participants, including

developing a RFP for faculty participants

Fall

October - November, 2011

• Faculty will integrate mobile learning activities into course design• Continued support and consultation provided by instructional improvement staff

• Faculty will teach redesign courses using mobile technologies• Develop of research design, including evaluation instruments• Collect data on faculty and student use

Fall

November - December 2, 2011

Debrief faculty on mobile learning projects• Analyze data collected from faculty and students• Submit publications and proposals for presentations for review

Fall

December - January, 2012

Develop web repository to share with UW System• Submit progress repOit by August 1st, 2012, to UW System

Spring

January- February, 2012

Final Project Outcomes and Evaluation Review

The goal of this project is increase student leal11ing, engagement, communication, and

satisfaction. Once the courses are delivered, we will distribute

student and faculty surveys to evaluate the perceived impact on engagement, presence, and community (process variables) as well as student leveling, performance, and satisfaction (outcome variables).

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Literature Review

In preparing for this paper the authors have conducted an extensive literature review, an online survey onstudent mobile device use, and preliminary investigations with mobile devices in mfieldwork, podcastingand using mobile devices to teach about mobile technology. Our findings are detailed through the paper.The student mobile use survey (n = 442) was conducted online in February and March 2007 and wascompleted by UTS students of IT and other courses. The online survey confirmed the importance ofintegrating mobile technology into the learning and teaching environment as 95% of the surveyedstudents regularly use a mobile phone and 72% stated they would be interested in using a mobile devicein their studies.Trials in m-learning have been conducted at UTS in order to extend the use of mobile devices andimprove educational outcomes for our students. In Autumn Semester 2007 a fieldwork activity withmobile support was introduced into a large (n = 340) undergraduate introductory information systemssubject. Students were given PDAs and asked to record field data as photographs, videos or soundrecordings while investigating information systems in their real-life context of use.The experience showed that mobile devices can assist students collect data in richer, multimedia formatsand make subsequent classroom presentations of their field study much more interesting. However, it alsorevealed certain usage and deployment issues with the mobile devices themselves, which were toodifficult for most students to learn to use quickly in the short period of time they had available to acquaintthemselves with the technology. We conclude that device selection is crucial for the success ofmfieldwork activities, and educational design should encourage students to use their own mobile deviceswhich would be more familiar to the students and simpler to use. However, the whole concept ofmfieldwork was shown to be a great success, provided the usability issue could be resolved.Another trial at UTS in Autumn Semester 2007 using PDAs to teach students about mobile technologyand how to program these devices was also very successful. In the end of semester evaluation, students

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reported that they had gained a much better, more real experience from using the PDAs in class ratherthan a simulator. (A mobile phone simulator is software that runs on a desktop PC and substitutes for areal mobile device. The student can develop and test their application on the simulator instead of usingthe real hardware. The disadvantage of using a simulator is that it cannot replicate some of thefunctionality of a real device eg. making phone calls or other device specific functionality eg. Bluetoothor WiFi. Therefore the applications always need to be tested on the real mobile device before it can bereleased).Comments from students included, ‘Yes, the use of the PDA was definitely an added benefit. There wereissues faced with the PDA simulator in connecting to the internet. Hence there was the need for the realdevice’; ‘Yes. As on real device, all the experience is different from the simulator on PC. The real devicehelps me to experience using a real device and improve the user experience on the application’; ‘Yes, it isvery fast running on a real device than the simulator’; Only one student reported negatively

on the trial.

The empirical data collected by means of the exploratory method of study meant to be part of a foundational research. The researcher started by making observations studied them then began the search for patterns followed by developing generalizations or conclusions based on the observations. The article does mention the fact that generalizations and conclusions do vary from differences in geographic region, academic discipline, class size. This is important to understand when learning how to develop a valid exploratory research study.

The findings were a strong argument for the negative advances of this technology into the classroom. An important finding is that the research suggests that for both adolescents and adults in their early 20s, the mobile phone is an extremely important tool for connection to one’s network of peers, whereas older adults have been found to use the technology more for logistical coordination and safety/security (Ling, 2004; Ling & Yttri, 1999, 2002).

This is also a very important concept for teachers to understand as more and more students will be utilizing the latest technology being developed. As students develop their own ideas and uses for technology they will learn how to integrate the devices in all aspects of their daily lives including class and personal time. I still believe that the proper student behavior and maturity for this mobile technology will lead to student motivation.

The following article findings are discussed:

Young people tend to have very positive perceptions of the technology

They regard the mobile phone as an important tool for social connection.

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Adolescents are particularly known for their use of the mobile phone to reinforce

connections.

Strong similarities in their mobile phone adoption and usage patterns

It is plausible that the important role the mobile phone plays in the social lives of young

people contributes to their more tolerant attitudes about the technology in the

classroom.

“Younger teachers seem to accept [mobile-communication technologies] more easily

than their older counterparts” (pp. 102-103).

It is important to emphasize the fact that this study merely provides evidence for the

trends in the findings; it does not prove them.

Findings support for formal policies are indeed accurate, we still do not know the extent

to which such policies are effective in reducing mobile phone intrusions during class.

There are contradictions in people’s beliefs and behaviors about technology.

Study Findings:

The findings were a strong argument for the negative advances of this technology into the classroom. An important finding is that the research suggests that for both adolescents and adults in their early 20s, the mobile phone is an extremely important tool for connection to one’s network of peers, whereas older adults have been found to use the technology more for logistical coordination and safety/security (Ling, 2004; Ling & Yttri, 1999, 2002). This is also a very important concept for teachers to understand as more and more students will be utilizing the latest technology being developed. As students develop their own ideas and uses for technology they will learn how to integrate the devices in all aspects of their daily lives including class and personal time. I still believe that the proper student behavior and maturity for this mobile technology will lead to student motivation.

Research Methods Design

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As Parry (2011, p. 16) suggests,“We are called on as teachers to teach them [students] how

to usethese technologies effectively, to ensure that they end up on the right

side of the digital divide: the side that knows how to use social media to band together.” Parry believes that mobile web literacy is as important as basic literacy and a necessary skill for future employment.

My questions have been narrowed down through the help of continued reading and comments from peers and Dr. Baylen.

The discussion Post # 2 question that I decided to provide the research for was:

How will  mobile technology devices and programs motivate students to learn?

Sub questions to be answered:

What is their experience with technology outside the classroom?  How do they feel about the utilization of mobile technology compared to the

computer lab? What can be done to prevent distractions with the technology?

Methods: I plan on researching my data using both qualitative and quantitative methodologies. Important data questions will be answered through the questionnaire about the mobile technology used at Douglass, pre and post testing and most importantly, personal interview using open and closed ended questions about the technology!

Quantitative Performance

Qualitative: Important data needed:  student demographics, Mobile Device/ Phone specifications,

Based on the readings of Johnson and Christensen, I still feel that utilizing these research methods will most likely get the best and most fair and accurate data results.

As I continue to research my topic I am learning of Data Analysis tools that are easy to use involving the latest technology. I would like to incorporate a mobile technology presentation integrated with a web 2.0 tool that has been discussed in the data. I think this would have a major impact and effect for all stakeholders. A PowerPoint  will be used for basic information and sharing along with a student data generated technology tool : Xtranormal presentations, Comic Life or VoiceThread tools to enhance the delivery. Teacher surveys and question and interviews will be utilizing the Google Document technology.

Participants

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All teachers who participate in professional development will be asked to participate in this

study. This group of 75 teachers will include classroom teachers in Grades K-5, instructional

coaches, paraprofessionals, special area teachers and special education teachers.

Design and Procedures

The research question being answered, "HOW CAN MOBILE SMARTPHONE TECHNOLOGY DEVICES BE USED TO MOTIVATE STUDENTS TO LEARN AND BE ENGAGED IN CLASSROOM LEARNING?" will be researched with the use of a mixed methods approach of quantitative and qualitative data with the constant comparative method. Our class textbook describes

the comparative method as the constant interplay among the researcher, the data, and the developing theory. The researcher must be effective at thinking about the kinds of data

needed to be collected and what aspects are the most important for the research (Johnson, p. 413). The articles reviewed and chapters read through the past 3 weeks are beginning to

help solidify my choices for data collection. I really like the idea of using the student interview to gather information and a survey/questionnaire to add to the test validity and reliability. The problem getting this data in the summer is obvious; I have no students to

work with and I will not be able to have access to my classes until the middle of August. It might be a possibility that i could use the results of previous data and other research results.

Much of the findings that I have researched so far are were in line with what I expect to find from my data. Most projects seem to include assessment of student data usage, teacher interviews, observation, work samples and student interviews about the use of the technology used in the classroom.

This research study utilized both quantitative and qualitative research methodologies. Surveyswere used to evaluate the impact of the use of MWT on student attitudes, and qualitativemethods, including interviews and focus groups were used to gain a deeper understanding ofsurvey results. Since actual courses in natural educational settings were used, it was not possibleto randomly assign MWT devices to just some of the students in the same classroom nor randomlyassign students from a common population to experimental or comparison groups. As a result,a quasi-experimental design was used. Participants and course details

The participants in this study included instructors and students taking engineering and non engineering classes at Oregon State University (OSU). All courses included in this study were offered only for undergraduate students, except Visual Programming (IE 411), which enrolled both undergraduate and graduate students. The courses included in this study all used some type of MWT to enhance the learning experience of students. The courses were taught in at least

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one, ten-week term between January 2002 and June 2005. Table 1 provides details about the courses included in the study and the MWT used for each course.

Data Instruments

A comprehensive survey (Appendix A) has been developed by this researcher and a

select group of three teachers will be asked to review the survey for clarity.. Questions will

be both open and closed-ended.

Once the surveys are complete, in-person interviews will be conducted with teachers

who are willing to participate. Ideally, at least one member from each grade level will be

interviewed using the interview guide approach (Appendix B). In the event that there are not

enough volunteers, this researcher will send a follow-up e-mail to the staff and ask if anyone

is willing to help with the project. A minimum of five teachers and a maximum of ten will be

interviewed based on the volunteer responses and the grade levels of the teachers who

volunteer. This qualitative data collection method will allow for topics and issues to be

specified in advance while allowing for variance in the sequence and wording of the

questions as the interview progresses. This method will keep the interview conversational

which perhaps will elicit more meaningful data (Johnson & Christensen, 2007.)

Data Collection

I have worked on survey questions as a preliminary study to help guide my work for

the official study that I can do with the target population at my own school. I do plan on a

2nd part to this survey as soon as I compile the information and see what the data suggests.

I plan on creating a qualitative open ended questionnaire and/or interview about the

classroom uses of technology of my participants. The real study will be tweaked based on

preliminary data responses to the survey #1.

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I do plan on asking more Quantitative open ended questions to the teachers and

students about their understanding of uses for mobile technology in their classroom. Ideally,

the qualitative and quantitative data will be collected by surveying students and teachers in

my school as this is my target population- I am looking to do a local study on a smaller scale

for the school of fine arts teachers that I work with to show them the benefit of utilizing

technology into ALL classrooms.

The summer months make it difficult to accomplish this so I will test with this class

and get an idea from this population as a sample representation! the challenge comes from

the validity and reliability of of the survey results and the teacher/student interviews not

giving truthful answers or taking the time to complete my surveys. I would like to integrate

the web 2.0 survey and data analysis tools available through surveymonkey or Google

spreadsheet and forms maker in google Docs. I need to find a valid way to send these forms

to the focus groups, either email or face to face for the interviews.

Teachers will be notified that the survey is optional, but that it will be instrumental in

developing future professional learning sessions. Teachers will have a period of two weeks

to respond to the survey. The researcher will monitor the progress of the responses and

determine an appropriate number of reminders to send to the teachers. It is anticipated that

one reminder will be sent approximately one week after the initial survey is sent and

another the day before the survey closes.

Interviews

Once the surveys are complete, in-person interviews will be conducted with teachers who

are willing to participate using the interview guide approach (Appendix B.) Interviews should

last between fifteen and thirty minutes. These interviews will be arranged at a time that is

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mutually convenient for the teachers and the researcher. The interviews will be recorded for

later transcription (converting audio into typed text) and analysis.

Data Analysis

With my preliminary study on the research of "Utilizing Mobile Technology to Motivate Students" the data collected so far has been all Qualitative. The interim analysis (cyclical process of collecting data) during my research study will involve obtaining the data from teacher text interviews, observations, focus groups, transcripts and summarizing findings in the teacher surveys.

I will be looking into segmenting and coding the data while looking for patterns and relationships. I would like to develop the tools to learn how to use the enumeration (word counting and coded categories) of survey questions to create diagrams that can be included. For this qualitative data, I will be researching more methods of "Quantitizing The Data". This will give me more data that is numerically represented for the diagrams to help with the describing of my findings.

Also, I will be utilizing the software available through the internet from Google Docs and Survey Monkey as these websites do give some data in a spreadsheet. I will be looking at the data and learning how to interpret for my research needs.

These diagrams should help my stakeholders interpret the data analyzed while creating an interesting and informative summary and report!

I would like to find out what issues of mobile technology where most important to the teachers interviewed and what relationships are found in the data.

Based on the readings of Johnson and Christensen (p. 51), " We view the use of multiple perspectives , theories and research methods as a strength in educational research. In fact, we view the quantitative and qualitative as complimentary to each other; it is wise to collect multiple sets of data using different research methods and approaches in such a way that the resulting mixture or combination has complementary strengths and non overlapping weaknesses."

Both qualitative and quantitative methodologies will eventually be used in the study to find out if using mobile technology can motivate students.The results of this preliminary study will help me tweak the quantitative data using pre and post student classroom work

Surveys

Each question on the survey will be carefully analyzed to determine patterns of response by

the teachers. Those questions that are answered using a Likert scale (a scale showing a

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respondents level of agreement or disagreement) will be averaged to determine a mean

score for the respondents thus providing valuable data about the opinions of the teaching

staff as a whole. These responses will be analyzed further based on age, teaching

experience, educational degree, and current grade level to determine if those factors skew

the results in any way. Responses will be divided based on each individual demographic

group and then a mean score for each question will be determined. The mean score for the

various demographic groups will be compared to the scores for the teaching staff as a

whole. Open-ended responses will be grouped based on the nature of the responses. Similar

ideas shared about professional learning will be gathered as anecdotal evidence and

evaluated for common themes. Checklist responses will be tallied to determine the overall

preferences of teachers at NAME OF SCHOOL. These answers will help determine the most

popular location, timing and duration for professional learning sessions as well as generate a

list of current popular topics for professional learning.

Interviews

Ideally, at least five teachers from various grade levels will volunteer to participate in the

interview process. The interviews will be recorded and analyzed to determine patterns of

response by the teachers. The emerging themes will be coded and anecdotal commentary

will be considered when developing professional learning sessions. The qualitative data will

be

analyzed using a qualitative data analysis computer program such as NVio, NUD*IST, or

Ethnograph (Johnson & Christensen, 2008).

Limitations or Challenges

This research plan is designed for this researcher’s school, but with modifications it could be

implemented within other schools. The data acquired as a result of this survey may or may 19

not be universal across schools. For the purpose of this research study, the data will be very

useful.

The data collection process requires voluntary participation by teachers and there is a

chance that there will not be enough participation to compile useful information. However,

communication with the teachers about the purpose of the survey (to design quality

professional learning) could be enough encouragement for teachers to participate.

As with any opinion-related data, honesty amongst respondents is difficult to measure.

Some teachers may be more concerned with giving the “right” answer as opposed to the

one that truly reflects what they think. Again, informing teachers about the purpose of the

research should minimize this potential challenge.

Some concerns and comments I have encountered from other teachers about the study in

which I hope to address with this research!

• I am having a hard time figuring out how cell phones in the classroom will have enough

benefits to outweigh the negatives.

• I understand that most students already have them and use them in school even when

they are not supposed to. The question that comes to mind is who pays for it.

• The school I teach at is a Title I school and if we many of the students there do not have

Smartphones.

• If cell phones in the classroom is going to work the first thing that has to happen is to have

both teachers and students on board with what is the proper use of phones at school.

• teachers need to address this issue of using phones inappropriately, but how do the

teachers enforce it?

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• You are absolutely right about starting the discussion on smartphone integration in the

classroom!

• The mobile technology introduced the tablet and pad which is now becoming more widely

used in the schools for many great reasons.

• There are so many useful tools in utilizing this technology.

• The cost factor is most certainly a variable that I am concerned and interested in learning

about.

In my experience with the middle and high school students at least 85% of the classes had

the mobile technology available. That means students most likely had use of their own

mobile device. I cannot say the same about our computer lab as we had 4 computers in the

classroom.

Students that did not have an available phone are able to partner/group up with someone

that does. In regards to your concerns about phone etiquette, that has always been a matter

of teaching students proper phone etiquette and having good classroom management skills.

The main thing I am learning is that we will never expect to teach children how to respect

these devices if we force them to keep them turned off and away at all times! We must start

early and agree that their truly are some worthwhile uses in the classroom if we provide the

proper education on them!

I hope to be able to show the many positive attributes to utilization to the stakeholders of

mobile technology in my school with the data results from my research!The survey has been

created using GoogleDocs and the survey will be sent via e-mail to all participating teachers.

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Despite the keen interest in m-learning as a way of both engaging the digital natives and of making thelearning of all students more interactive and better supported anywhere, anytime, there are still manyquestions which urgently need investigation. These identified gaps in the literature have been informed bythe work of Kukulska-Hulme & Traxler (2005) and Fies & Marshall (2006);1. Most m-learning studies have been small-scale and implemented in only one discipline. Forexample, most mfieldwork learning has been conducted in the health sector.There is a major need for large scale implementations generalised across a rangediscipline and subject areas and across institutions.Proceedings ascilite Singapore 2007: Full paper: Litchfield, Dyson, Lawrence and Zmijewska 5912. The great majority of m-learning experiments have dealt with a single pedagogical issue, e.g.enhancing classroom interactivity. They have also usually focused on a single technology, more oftenthan not PDAs, surprising given the small percentage of students who own PDAs – 15% in oursurvey. Because of these limitations, in addition to those highlighted in 1. above, there is a lack of aconsolidated body of knowledge to guide teachers in implementing m-learning, particularly in theuniversity sector.A body of knowledge of learning and teaching principles and strategies is urgentlyneeded to inform teachers wishing to utilise innovative mobile technologies and also toinform the development of national policy and pedagogical approaches about emergingmobile devices.3. A major challenge yet to be overcome is the cost of mobile hardware, software, connection andusage charges. The lack of sustainability of many m-learning projects indicates that this may well bethe major hurdle to implementing m-learning on a national scale.There is a great need for the investigation of low-cost solutions to implementing mlearningso that it can be sustainable.4. There has been a lack of focus on designated groups of students. The assumption has generally beenthat all student groups have similar m-learning needs. Where studies have examined m-learning withdifferent populations, the results are difficult to interpret because of inconsistencies in discipline areas.A proper evaluation needs to be made of the effectiveness of m-learning with NESB,international and other identified groups of students.5. Few studies have been found of how to teach technology students about mobile technology usingmobile technology. Cost again is presumed to be the major obstacle.Investigations are needed to develop teaching strategies for effective learning aboutwireless and mobile technologies.

Suggested directions for m-learning action research

because it uses the same intended methodology that I plan to integrate with my study. In fact, the same questions that I am trying to answer were researched by the use of a mixed

22

methods approach of quantitative and qualitative data with the constant comparative method. Our class textbook describes the comparative method as the constant interplay among the researcher, the data, and the developing theory. The researcher must be effective at thinking about the kinds of data needed to be collected and what aspects are the most important for the research (Johnson, p. 413). This article helped me distinguish the proper focus needed to develop my project . The only difference was the ages and grade levels of the population studied (k-8) compared to mine (9-12).

The findings were in line with what I expect to find from my data by utilizing student data usage, teacher interviews, observation, work samples and student interviews about the use of the technology used in the classroom. The article did provide a hint that the student learning processes and motivation can be enhanced with mobile devices. . Teacher interviews suggest that the use of mobile devices did lead to better productivity with improved writing skills for many students. Another interesting find is the fact that mobile technology devices used in and outside of the classroom help kids transition with their work because the students use the same device for all times. This saves time with files and transferring data from a computer lab to a home computer. There is no need for additional storage devices, data transfer cables and other expensive cloud storage options. According to the study, fifteen out of the eighteen seventh grade students were interviewed and stated that they

believed the devices helped them stay more organized. Teachers interviewed also commented on how the devices helped in the students remembering and turning in their homework. All work was completed on time which they said was something that never happened with regular paper and pencil note-taking.

The gaps in the literature and the identified research needs requiring more investigation have guided thepurpose and design of our suggestions for 2007 m-learning action research and development. These fivesuggested action research directions are all significant issues in m-learning and all need to be betterinvestigated;mobile supported fieldwork,fostering interactivity on-campus using mobile devices,ubiquitous learning supported by mobile devices,m-learning for each disciplinestrategies for low-cost m-learning use.When investigating these and other areas educational researchers should aim to demonstrate how the useof mobile technologies can enhance student learning. This can be done by designing m-learning activitiesinfluenced by experiential pedagogies (Leigh & Kinder, 2001; Leigh & Spindler, 2004), and self and peerevaluation, feedback, review and assessment strategies (Raban & Litchfield, 2007). Of particular interestwill be the impact on students’ approaches to learning.

23

The investigation of low-cost practices for using mobile technology for learning clearly has great strategicimportance. Solutions to the current cost issues include using Wireless Application Protocol/WirelessMarkup Language - WAP/WML - applications that work with mobile phone web browsers with atransmission cost that is negligible for the student.Through such investigations an online body of knowledge – mPortal - of m-learning and teachingprinciples, strategies and effective practical case-studies can develop with examples applied across arange of disciplines. An evolving mPortal would support the effective use of mobile technologies toenhance student learning in all sectors of education.

References

Scott W Campbell.  (2006). Perceptions of Mobile Phones in College Classrooms: Ringing, Cheating, and Classroom Policies. Communication Education, 55(3), 280-294.  Retrieved June 22, 2011, from Research Library. (Document ID: 1076228041).

Huff, A.S. (2009). Developing Research for Publication. Sage Publications: CA.

Johnson, B., & Christensen, L. (2011). Educational research: Quantitative, qualitative, and mixed approaches (4th ed.). Boston: Allyn and Bacon. 

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.Austin, Texas: The New Media Consortium.

Parry, D. (2011). Mobile perspectives: On teaching mobile literacy.EDUCAUSE Review, 46(2), 14-18.

Paul B McKimmy.  (2005). IMPLEMENTING WIRELESS MOBILE INSTRUCTIONAL LABS: PLANNING ISSUES AND CASE STUDY. International Journal of Instructional Media, 32(2), 113-123.  Retrieved June 22, 2011, from Research Library. (Document ID: 1042097791).

Karen Swan, Mark van 't Hooft, Annette Kratcoski, & Darlene Unger. (2005). Uses and Effects of Mobile Computing Devices in K-8 Classrooms. Journal of Research on Technology in Education, 38(1), 99-112.  Retrieved June 22, 2011, from Research Library. (Document ID: 905949841).

Ling, R., & Yttri, B. (2002). Hyper-coordination via mobile phones in Norway. In J. Katz & M. Aakhus (Eds.), Perpetual contact: Mobile communication, private talk, public performance (pp. 139-169). Cambridge, UK: Cambridge University Press.

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Ryan, L. (2007, January). Advantages and disadvantages of mobile learning.Retrieved from http://e-articles.info/e/a/title/ Advantages-and-Disadvantages-of Mobile-Learning/

SKIBA, D. J. (2011). On the Horizon Mobile Devices: Are They a Distraction or Another Learning Tool?. Nursing Education Perspectives, 32(3), 195-197. doi:10.5480/1536-5026-32.3.195, retrieved on June 21, 2011

Teresa Franklin, Colleen Sexton, Young Lu, & Hongyan Ma. (2007). PDAs in Teacher Education: A Case Study Examining Mobile Technology Integration. Journal of Technology and Teacher Education, 15(1), 39-57.  Retrieved June 22, 2011, from Research Library

Vahey, P., & Crawford, V. (2002, September). Palm education pioneers program: Final evaluation report. SRI International.Melano Park, CA. Retrieved June 21, 2011, from http://www.palmgrants.sri.com

Appendix A.

Summary See complete responses

1. Are you Male or a Female student?MaleFemalePeople may select more than one checkbox, so percentages may add up to more than 100%.

2. What is your age?05-09 Years10-14 Years15-20 Years21- 25 Years26-30 Years31-40 Years41-50 Years60 or Older

3. Do you own a computer, laptop or a notebook ?Yes 9No 0People may select more than one checkbox, so percentages may add up to more than 100%.

4. How many hours do you spend using your mobile device daily?

25

12345 or more

5. Which of the following email account you MOSTLY use?gmailhotmailyahooother Internet mail accountcompany account

6. How many emails you receive DAILY in your preferred email account?1-20 emails daily21-40 emails daily41-60 emails dailyMore than 60 emails daily

7. How many emails you answers DAILY in your preferred email account?1-20 emails daily21-40 emails daily41-60 emails dailyanswer more than 60 emails daily

8. Do you own a mobile device such as cell or mobile phone?Yes 9No 0People may select more than one checkbox, so percentages may add up to more than 100%.

9. What type of mobile phone you own and use? Select your option.iPhoneNokiaSamsungBlackberryiMobile

26

Others10. How many emails you receive DAILY in you mailbox in your cell phone or mobile device?

1-20 emails21-40 emails41-60 emailsmore than 60 emails

11. How many emails you answer DAILY using your cell phone or mobile device?1-20 emails21-40 emails41-60 emailsmore than 60 emails

12. How many TEXT messages you receive DAILY in your cell or mobile phone?1-20 messages daily21-40 messages daily41-60 messages dailyMore than 60 text messages daily

13. How many text messages you DAILY reply or send?1-20 messages21-40 messages41-60 messagesMore than 60 messages daily

14. Do you play games in your cell or mobile phone?YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

15. Do you listen to MUSIC using your cell or mobile phone?

27

YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

16. Do you watch videos (YouTube) using your cell or mobile phone?YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

17. Do you use your cell phone or mobile device to surf the Internet?YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

18. Do you use GPS /Maps with your cell or mobile phone?YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

19. Do you use your cell or mobile phone to stream media and audio/video on to tv/montors?YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

20. Do you use the camera provided in your mobile phone for taking photographs?YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

Please enter any other information you would like to share about the integration of Mobile technology into the classroom environment!Cellphones can be tools!

Number of daily responses

28

Appendix B.

17 responses

Summary See complete responsesWhat Media and Mobile Technology resources listed below do you know how to use. Select all that apply.

Personal ComputersTelevisionVideo CameraDigital CamerasVCRDVDUSB Flash DriveCD burnerScannerPrinterOverheadSlide ProjectorCopy MachineDraw & Print ApplicationsWord ApplicationsSpreadsheet ApplicationsPowerpoint ApplicationsPublisher ApplicationsSmart Board TechnlogiesSmartphonesLaptopNetbooksIpods/Mp3 Players

29

IpadPDA (Personal Digital Assistance)Video Games (Wii, PS3, PlayStation, Gameboy)GPS Navigation SystemCell Phones- Not SmartphonePeople may select more than one checkbox, so percentages may add up to more than 100%.

The following deal with your own use of mobile technology. Please check all statatements you agree with.I use mobile technology applications with products such as word processors and spreadsheets to produce materials for use in my job/school.

I use on line resources to find materials relevant to my job/school.

I use e-mail to contact family and friends.

I use multimedia presentation software and hardware.

I use email to communicate with parents, teachers/ students.

I use mobile technology to maintain records (e.g. electronic grade book, calendars, etc.)

I use mobile technology to monitor performance (e.g. electronic folders and portfolios)I take mobile technology workshops/training to extend my own skills and better integrate for personal use.

Option 9People may select more than one checkbox, so percentages may add up to more than 100%.

Can you go online and surf the Internet where you live? Check one.There is no mobile technology/internet/data plan and I cannot go online where I live.There is a computer, mobile technology, but it is not online with Internet/data plan use where I live.There is a mobile technology/computer that is online with the Internet where I live.There is a cellular data plan available from my carrier to use with my smartphone/mobile device where i live.There are both data plan and internet access for my computer and/or smartphone/mobile device where I live.

Basic mobile device/smartphone use (Select One)I do not use a mobile device/smartphoneI use mobile devices/smartphones but run only one program at a time.use the mobile devices/smartphones for a couple programs but get lost when trying to find my way back homeI can multitask between three or more programs at the same time (i.e. phone calls, texting, camera, applications, media, video)

File Management (Select all that apply)I do not save any documents I create using my mobile devices/smartphones.I select, open and save documents, but I'm not always sure where to find them on my mobile devices/smartphonesI select, open and save documents and understand, where all my files are on my mobile devices/smartphones

30

I create my own folders to keep files organized and know how to identify the date and size of each file and folder on my mobile devices/smartphonesI can move and copy my files to and from different mobile devices/smartphones.I can transfer files to the computer and I have access to different sd cards to transfer data from my mobile devices/smartphonesPeople may select more than one checkbox, so percentages may add up to more than 100%.

My cell phone carrier/data plan company is (Select all that apply)I do not use a cell phone companyT-MobileAT&TMetro PCSVerizonSprintI use a Pay-as-you-go serviceOtherPeople may select more than one checkbox, so percentages may add up to more than 100%.

Describe what you primarily use your mobile devices/smartphones for?Texting, phone calls, facebook, gamesphone callsphone calls onlytext, call, games, appstexting, phone calls, apps, navigationtexting, calls, applications, internettexting, phone calls, internetI use the apps on my iPhone most often- looking up things, accessing email, Facebook, Google Reader, etc. I like having access to all of my contact info and Shutterfly account among other things... I use the phone for personal tasks more than school-related ones. We are with AT&T right now, but do not love them- we may be switching to Verizon this summer because it appears their coverage is better.phon...

Word Processing on your mobile devices/smartphones(Select One)I do not use a word processor on my mobile devices/smartphones

I use a word processor for basic writing tasks on my mobile devices/smartphonesI use a word processing program for nearly all my written work. I can edit, spell-check, and change the format of a document with my mobile devices/smartphonesI can edit, spell-check and change the format of a document. I use my word processing program to create tables, templates and to merge information with my mobile devices/smartphones

Graphics with your mobile devices/smartphones (Select one)I do not use graphics with my mobile devices/smartphones

I can insert clip art with my mobile devices/smartphonesI can insert clip art, digital photos and stored documents with my mobile devices/smartphonesI insert insert clip art, digital photos, and stored documents. I can create pictures with painting and drawing programs. I can modify graphics (Photo applications, example, digital photos, drawings.)

Desktop Publishing, using your mobile devices/smartphones (Select One)I can not use a publishing program with my mobile devices/smartphones.

I can use templates or wizards to create a published document with my mobile devices/smartphonesI can create a single page original publication from a blank page, combining design elements such as columns, clip art, tables, word art and captions with my mobile devices/smartphonesI can create a multi-page original publication from a blank page, combining design elements such as columns, clip art, tables, word art and captions mobile devices/smartphonesOption 5

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Spreadsheet, like Microsoft Excel using mobile devices/smartphones(Select One)I do not use a spreadsheet with my mobile devices/smartphones

I can enter data in a spreadsheet with my mobile devices/smartphonesI can enter data in a spreadsheet, use simple formulas and create graphs with my mobile devices/smartphonesI can enter data in a spreadsheet, use simple formulas, create graphs from information I have placed in the spreadsheet. I can modify the graphs to fit my needs for analyzing and interpreting data with my mobile devices/smartphones

I use the following operating system on my mobile devices/smartphonesAndroid (EVO, Droid)Apple IOS (iphone)Symbian (Nokia, Samsung)BlackberryOtherPeople may select more than one checkbox, so percentages may add up to more than 100%.

Internet Use (Select all that apply)I do not use the InternetI am able to attach to the Internet, and can navigate using hyperlinks, back, forward and home buttons.

I can save web sites of interest by using the bookmaks/favorites feature.

I know what a search engine is (i.e. Google, Yahoo), and use occasionally.

I can surf the Internet easily using multiple search engines to find the information I need.

I can evaluate web sites for authenticity, bias, reliability, authority and accuracy.

People may select more than one checkbox, so percentages may add up to more than 100%.Technology Presentation (Select One)

I do not use technology for presentataion.I use templates or wizards to create technology presentations (i.e. PowerPoint)I create original presentations from a blank slide and use a projection device to display and effectively share information.

Responsible Use ( Select all that apply)I am not aware of any ethical issues surrounding internet/dataI know that all computers in the district are apart of a network of electronic resources that I must use responsibly.

I understand and follow district rules concerning the Internet,data, passwords, and the appropriate use of resources, etc.

I don't attempt to install software on any classroom computers, unless I have received permission.

I understand copyright issues surronding electronic data.

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I model ethical use of all electronic resources.

People may select more than one checkbox, so percentages may add up to more than 100%.I would use mobile/Smartphone technology more if... (Select all that apply)

I had a mobile device/ SmartphoneI had a less expensive cellular/data carrierI had more training on mobile devices/SmartphonesI had more time to learn about mobile devices/SmartphonesI had more access in school/jobI had more ideas on how this could improve motivation in the job/classroomMobile devices/Smartphones were used more regularly in the classroom/jobPeople may select more than one checkbox, so percentages may add up to more than 100%.

Focused use of the mobile technology (Select one)Rarely or never use mobile technology.I use a mobile technology to communicate and play (games,data, phone) only.I use mobile technology tools for web, communication.I use mobile technology tools for web, applications, communication, multimedia, audio, video, as a learning/teaching tool.

Use mobile/Smartphone Technology to explore ideas, solve problems, and derive meaning (Select One)Rarely or never use mobile/Smartphone technology in this manner.I use mobile/Smartphone technology to observe, analyze, interpret and draw conclusions.I solve problems both individually and with others with mobile/Smartphone technologyI create new knowledge by evaluating, combining, or extending information using multiple mobile/Smartphone technologies.I utilize the previous skills and assist others in learning/using them with mobile/Smartphone technology.

Use mobile technology to locate, and manage information (Select One)rarely or never use mobile/Smartphone technology in this manner.I identify and locate information sources using mobile/Smartphone technology (web search)I can choose my own sources of information from a variety of media andmobile/Smartphone technology.(web, applications, communication, programming) (user only)I can utilize the previous skills with mobile technology and assist others in learning or using them. (teach)

Use mobile/Smartphone technology to express ideas and exchange information. (Select One)Rarely or never use mobile/Smartphone technology in this manner.I convey ideas to a variety of audiences using publishing, multimedia, and communication tools.I use communications on my mobile/Smartphone technology to exchange basic information (text, phone)I use mobile/Smartphone technology to explore new and innovative methods for interaction with others (social applications, video conferencing, podcasts)Option 6

Use mobile technology responsibly; Understand its impact on individuals and society (Select one).rarely or never use mobile/Smartphone technology in this manner.I evaluate the potentials and limitations of existing mobile/Smartphone technologies. I discriminate between responsible and irresponsible uses of mobile/Smartphone technology.I respect others rights of privacy in the electronic enviornment. I demostrate ethical and legal behavior using my mobile/Smartphone device.

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I examine the role of technology in the workplace and explore careers that require the use of technology. I evaluate ways that technology impacts culture and the environment.I integrate the use of mobile technology into daily living. I recognize the implications of emerging mobile technologies.

Any additional comments you would like to share about your experience with the latest mobile technologies?This survey was tooooooo looong

Number of daily responses

20. Do you use the camera provided in your mobile phone for taking photographs?YesNoPeople may select more than one checkbox, so percentages may add up to more than 100%.

Please enter any other information you would like to share about the integration of Mobile technology into the classroom environment!Cellphones can be tools!

Number of daily responses

34