COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

M-learning: An exploration of the attitudes and perceptions of high school students versus teachers regarding the current and future use of mobile devices for learning
by Messinger, Jason, Ed.D., Pepperdine University, 2011, 226; 3487951
Abstract (Summary)

Despite rapid growth and use of mobile Internet devices, schools have remained resistant to the adoption of the devices. The cost of the devices, the distractibility of the devices to the learning environment, and safety and privacy issues that come with the devices are all reasons that schools have used against the implementation of the devices. Nevertheless, studies have shown that students become more motivated when technology and social media are allowed for their learning (Kozma, 2005).

To better understand the usage gap, teachers and students at a high school underwent an online survey and follow up focus group. The study yielded differences in the perceptions of students and teachers regarding the potential implementation of the devices into high schools as current or future learning tools.

The findings of the research indicate that students and teachers at the subject high school are ready to adopt mobile learning. Students feel that teachers need further training and education regarding the uses of mobile devices for education. Teachers, while aware that students use mobile devices to socialize, were unaware of the frequency by which students use the devices for learning opportunities. Finally, students and teachers both agree that the use of mobile devices in schools, albeit a difficult transition, will help increase student motivation, improve overall achievement levels, and create a more positive school culture.

The conclusions are: (a) students have near ubiquitous access to mobile devices outside of school, yet teachers remain reluctant to accept these devices as learning tools because teachers feel the need for additional support and training before they are comfortable using the devices with students; (b) teachers are unaware of the everyday dependency of students on these devices for communication, collaboration, and learning; therefore teachers have not made the necessary efforts to integrate the devices into their curricula; and (c) teachers and students agree about the potential for mobile devices to spark the creativity of learners, create a more positive classroom learning environment, and increase student motivation. However, students will need to understand proper mobile device etiquette in school, whereas teachers need additional training to effectively manage a mobile learning environment.

Indexing (document details)
Advisor: Sparks, Paul
Commitee: Goodale, Monica, McManus, John F.
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 73/04, Dissertation Abstracts International
Subjects: Secondary education, Educational technology
Keywords: Educational technology, High school, M-learning, Mobile devices, Mobile learning, Smartphones
Publication Number: 3487951
ISBN: 978-1-267-07674-8
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy