The use of mobile devices in learning is one of the current techniques applied to encourage students to remain actively engaged with their learning. With different technologies surrounding students today, many of these technologies, including mobile devices have proved to be helpful, necessary, and meaningful for students to attain their targets successfully. This paper discusses different perspectives of students on the use of mobile devices in their classroom-based instructions.
Studying students’ perspectives does help in finding in understanding the need and the importance of mobile device technology integration in classrooms on its relation to motivating the learning process. Findings from such a study can benefit a variety of audiences, including the local board of education, the school administration, and teachers by improving their understanding of students’ mobile device perspectives towards enhancing the learning process. The mobile device technology-supported learning was applied in grades 7, 8, and 9 students in core disciplines, including Math, Science, and Social Studies. The current state of mobile device use by students in the learning process has increased due to the availability of mobile technology both at home and in schools (Drury, 2012). The pressure from government education agencies, state officials, and citizens for schools to close the gap between high performing students and low performing students have encouraged the integration of mobile devices in classroom activities. With the innovative learning process expected to be applied more, mobile device use in the classroom and homework learning process should be perfected and be effective in supporting students learning the process.
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Different data could be collected to provide illumination to the use of mobile devices in classroom-based instructions. The data of the study can be collected from grades 7, 8, and 9 students and the staff. The data which is collected through a question is obtained by providing all participant students a copy of the questionnaire containing relevant questions about the use of mobile devices in the classroom-based instructions. Another source data that can be sued is the students’ individual records including the documentations of students with learning disabilities. The students' education performance is compiled to identify the performance rate and the performance gap level between students in disciplines that are conducted with the support of mobile devices and those that do not. The third set of data that can be collected through classroom observation both a regular education classroom and a special education classroom where mobile devices into the learning process. The special education classroom setting contains different students with specific accommodations, and the teachers are required to use a mobile device application to ensure the accommodations are met.
The type of data that can be applied in the study is both qualitative and quantitative. The qualitative data, which involves information that cannot be measured, would be used for obtaining and analyzing the set of data obtained from classroom observation of a regular and special education classroom season. The quantitative data, which involves information that can be measured, would be used to compute the major data provided n the study. The measures of student survey results and student records would be conducted through descriptive data and analyzed to obtain quantitative data (Francis, 2017). The data obtained through student surveys involves all grades 7, 8, and 9 students through a questioner containing six questions that are based on mobile device use and feelings towards its use in classroom-based instructions. The results provided in the questioner are compiled into tables to provide insight into the feeling of students towards mobile devices and their effectiveness at enhancing their learning experience. In the questioner, the first two questions determine the students' accessibility to mobile devices while at home and how it helps in homework related ad school-related activities. The third and fourth questions in the questioner are used to determine the students feeling towards mobile device use in classroom-based instructions and the level of learning motivation associated with mobile device integration in the learning process. The last two questions are used the students' inclusion related to the mobile device in education.
The second data set is provided from the Student Support Cards (SSC), which are internal school documents that are used by teachers to help them understand and follow accommodations for the Individual Education Plan (IEP) of students. The cards have several sections that are used for student reviews that are utilized by teachers when planning lessons. The SSC area of focus for the study includes the students’ area of strength and weakness, the service delivery or goals of the students, and a list of accommodations for the student (Francis, 2017). During the collection of data, specific accommodations on a student accommodation list that utilize mobile device classroom-based instructions are identified and documented. The data obtained through observation involves observing how teachers utilize mobile device classroom-based instructions to engage students in the learning process. The best way to conduct the observation is acting in the role of Dean of students, which offers the opportunity to enter classrooms and observe specific use of mobile devices along with specific accommodations based on student’s IEP requirement. The information generated from observation obtained in the standard classroom and special education classroom is compared directly against the student SSCs.
The first set of data would be conducted through a survey whereby a total of 250 grade 7, 8, and 9 students are expected to participate. The questioners would be based on yes or no responses, more-or-less responses, and multiple-choice responses. Each student is expected to take less than five minutes to complete answering the questioner. The second set of data would be collected through a review of the internally created Student Support Cards (SSC) based on each student IEP that is shared by teachers that teach the student. The information provided in the SCC, such as the strength and weakness, subject matter skills, specific accommodation list of students is used to implement the observation data collection source. A total of 20 SSC for students who are provided services through the Student Support Office that is currently under four teachers serving grades 7 to 12 were used. The observation data collection is conducted within a week starting with grade 7 up to 12 with both regular education classroom and special education classroom being observed per grade. The method for analyzing data to be applied is the descriptive data analysis. The use of descriptive data analysis is based on the method ability to present both qualitative and quantitative data in a more meaningful way allowing simpler interpretation.
The data that would be obtained in the study is expected to reflect the importance of integrating mobile devices and other technologies in classroom-based and home-based student learning processes. The data also is expected to show how a mobile device can be used to support special classroom education and meet specific accommodation of students. Appropriate implementation of the study results would see a successful 21st-century classroom and help in closing the gap between high performing students and low performing students.
References
Francis, J. (2017). The Effects of Technology on Student Motivation and Engagement in Classroom-Based Learning. Theses and Dissertations . Retrieved from https://dune.une.edu/cgi/viewcontent.cgi?article=1120&context=theses
Drury, E. (2012, September 10). Mobile phones in the classroom: teachers share their tips. The Guardian . Retrieved from https://www.theguardian.com/teacher-network/2012/sep/10/mobile-phones-classroom-teaching
