Despite the prevalence of mobile devices in educational settings, there are few research-based methods available for measuring the use of these devices’ educational capabilities. The goal of this research was to create and validate a survey instrument that measured the frequency with which student use of mobile devices aligned with their educational affordances. The research question focused on establishing the reliability of the new instrument: Does the survey instrument reliably measure mobile device use for each of the five educational affordances described by Klopfer and colleagues (Klopfer & Squire, 2007; Klopfer, Squire, & Jenkins, 2002)? The population for this study was composed of teachers (n = 258) from five schools in a single district that provided a one-to-one mobile device-to-student learning environment. Items for the instrument were developed and evaluated through multiple stages, including deductive development, content validity analysis, internal consistency analysis, and concurrent reliability analysis. The results of this study indicate that this new instrument provided reliable measures related to the educational affordances of mobile devices and may therefore contribute to improved student device use, enhanced educator professional learning, educational policy development, and further research in this field.
|Advisor:||Mason, Diane D|
|Commitee:||Hinerman, Krystal, Klopfer, Eric, Popov, Vitaliy, Shelton, Kaye|
|School:||Lamar University - Beaumont|
|School Location:||United States -- Texas|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Educational evaluation, Educational leadership|
|Keywords:||Measurement, Mobile, Psychometrics, Survey, Teaching, Technology|
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