Teachers' Perceptions and Experiences in Implementing Mobile Devices into Their Teaching

Teachers’ Perceptions and Experiences in Implementing Mobile Devices Into Their Teaching by Joy Winterhalder MPH, Southern Connecticut State University, 1996 BS, University of New Haven, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University January 2017 Abstract This phenomenological study addressed the lack of understanding of how teachers implement personal devices in the classroom and whether the instruction is constructivist in nature. Although mobile technology is convenient, it is not yet understood if Bring Your Own Device/Technology (BYOD/BYOT) programs encourage a teacher pedagogy shift. The purpose of this qualitative study was to explore the perceptions and lived experiences of 10 teachers in Grades 6 to 12 who had been part of a BYOD/BYOT program for more than 2 years. Data from interviews and lesson demonstrations were analyzed via a constructivist framework first identifying themes and then categories. Teachers perceived that using mobile technology provided the replacement of old tools, instructional planning changes, and the shifting of learning to the students from the traditional design of the teacher as the lecturer to the teacher as the facilitator. Teachers experienced more student engagement and collaboration although they needed to monitor students more carefully to avoid students’ being off task and to ensure safety usage of the mobile devices in the classroom. There are implications for social change both on the local and organizational level. Teachers can better understand how their pedagogy aligns with constructivist teaching and learning, and therefore can see where they still need to grow. On the organizational level, school districts may better understand that using technology at first will be used to replace previous pedagogy practices directly and that it will take support and time for technology implementation to impact changes in teachers’ philosophy of teaching.This phenomenological study addressed the lack of understanding of how teachers implement personal devices in the classroom and whether the instruction is constructivist in nature. Although mobile technology is convenient, it is not yet understood if Bring Your Own Device/Technology (BYOD/BYOT) programs encourage a teacher pedagogy shift. The purpose of this qualitative study was to explore the perceptions and lived experiences of 10 teachers in Grades 6 to 12 who had been part of a BYOD/BYOT program for more than 2 years. Data from interviews and lesson demonstrations were analyzed via a constructivist framework first identifying themes and then categories. Teachers perceived that using mobile technology provided the replacement of old tools, instructional planning changes, and the shifting of learning to the students from the traditional design of the teacher as the lecturer to the teacher as the facilitator. Teachers experienced more student engagement and collaboration although they needed to monitor students more carefully to avoid students’ being off task and to ensure safety usage of the mobile devices in the classroom. There are implications for social change both on the local and organizational level. Teachers can better understand how their pedagogy aligns with constructivist teaching and learning, and therefore can see where they still need to grow. On the organizational level, school districts may better understand that using technology at first will be used to replace previous pedagogy practices directly and that it will take support and time for technology implementation to impact changes in teachers’ philosophy of teaching. Teachers’ Perceptions and Experiences in Implementing Mobile Devices into Their Teaching by Joy Winterhalder MPH, Southern Connecticut State University, 1996 BS, Criminal Justice/Forensic Science University of New Haven, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University January 2017 Dedication This study is lovingly dedicated to my family who have supported me on this lifelong journey to obtain a doctorate degree in education. I would like to acknowledge my companion Peter Marino, who encouraged me to follow my dreams and accompanied me to all of my residencies. I am eternally grateful for your support during my growing times on this journey. This study is also dedicated to my amazing four children Bryan, Meghan, Kelly, and Carly and my daughter and son in-laws Megan and Ray, who have made this journey so meaningful. This study is also dedicated to my amazing five grandchildren who inspire me to move on each day, Bryan, Mikayla, Eli, Jaxon, and Vivian Rae. I will pray you will follow your dreams and listen to your heart when planning your lives. I would also like to dedicate this to my parents, Jim and Joyce, who have always supported my decisions and encouraged me to be the best I could be. With all of you, I would not have been able to accomplish this feat without both your prayers and words of encouragement. Finally, this research study is dedicated to the teachers at Walden University who strive to make their instruction both valuable and inspiring. Acknowledgments I would sincerely like to thank my dissertation committee members, Dr. Darci Harland, Dr. Asoka Jayasena, and Dr. Gary Lacy, for all their dedicated time and expertise. I would particularly like to extend my thank you to Dr. Darci Harland who took me through the most difficult experience of my educational career. Through the many tears and through the laughter, I certainly learned much from you. You made this all possible. You are a perfectionist and I am inspired by your qualities.