Department of Teaching, Learning, and Teacher Education

 

First Advisor

Justin Olmanson

Date of this Version

11-2023

Document Type

Article

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Instructional Technology)

Under the supervision of Professor Justin Olmanson

Lincoln, Nebraska, November 2023

Comments

Copyright 2023, Steven Justin Bingham

Abstract

The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the perspective of classroom teachers during the 2022-2023 school year. The increase in mobile technologies being utilized in schools made it imperative to understand how mobile devices are being integrated into the classroom from the teacher’s perspective. The central research question was, how do teachers at K-12 schools in the Midwest describe their perception and usage of mobile technology integration in teaching and learning?

The data collection consisted of semi-structured interviews with fourteen participants from one school district in the Midwest. The findings indicate that gaps exist in teacher professional development for technology-supported learning. While having one-to-one mobile devices for students is a step in the right direction, key findings from this study indicate there are some important limitations to consider. The findings from this study highlighted some ways that the COVID-19 pandemic accelerated technology initiatives, it also highlighted some barriers and challenges to mobile technology integration. The benefits of mobile technology integration on student learning outcomes and successful technology integration strategies are discussed. Implications for educational practice and future research recommendations are outlined in this study.

Advisor: Justin Olmanson

Download

Share

COinS