Date

2013

Document Type

Dissertation

Degree

Doctor of Education

Department

Educational Leadership

First Adviser

Yoshida, Roland K.

Other advisers/committee members

White, George P.; Donohue, Lousie E.; Hassler, Robert D.

Abstract

The purpose of this research was to evaluate the psychometric properties of Uzunboylu and Ozdamli (2011) Mobile Learning Perception Scale (MLPS) in order to determine whether it was an acceptable instrument to measure U.S. teachers' perception of mobile learning (m-learning) in the classroom. A second purpose was to determine if relationships existed between teachers' perceptions of m-learning in comparison to school level and the teachers self-reported technology skill level. Two hundred twenty-four teachers from 16 public schools in Pennsylvania participated in this study for a response rate of43%. Factor analysis confirmed a similar three factor structure with K-12 teachers with high reliability to that of the secondary teachers of Uzunboylu and Ozdamli's study. Significant relationships were found for both school level and self-report skill level. High school teachers' perceptions of m-learning were found to be significantly lower for Factor 1 compared to the elementary teachers' perceptions and the overall school level mean (elementary, middle and high school) was 3.62 on a 1-5 Likert scale. For self-reported technology skill level, the teachers at the proficient/expert level rated items significantly higher for both Factor 1 and Factor 3 compared to the teachers in the novice/beginner level. Chi square analysis found 13 total significant relationships between school level (5) and skill level (8) and reported usage of specific technologies in the classroom on a weekly basis. The findings suggested that, although school level and self-reported skill level are related to teachers' m-learning attitudes and use of specific technologies, other variables should be tested as well such student motivation to use technology, teachers' beliefs about change, and teachers' experience with professional development about technology use. It was suggested that strategic planning in technology implementation, targeted professional training and challenging teachers' beliefs are needed for fuller acceptance of m-learning.

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