Research Paper Final

1

iClass: Teaching with Mobile Information Communication Technology

by

Benjamin Darby

Submitted in Partial Fulfillment of the Requirements

for the Degree Master of Education at

Xavier University, Cincinnati, Ohio

2

TABLE OF CONTENTS

Page

CHAPTER 1: INTRODUCTION

INTRODUCTION AND STATEMENT OF PROBLEM . . . . . . . . . . . . . . . . . . . . . . . . . 4

PURPOSE OF THE STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

THE PROBLEM AND HYPOTHESIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

SIGNIFICANCE OF THE STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

ASSUMPTIONS OF THE STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

LIMITATIONS OF THE STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

CHAPTER 2: REVIEW OF RELATED LITERATURE

SUBHEADING: Self Efficacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

SUBHEADING: Familiarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

SUBHEADING: Improvement of Learner Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

CHAPTER 3: METHODOLOGY

PURPOSE OF THE STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

SETTING AND POPULATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

DATA COLLECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

DATA COMPILATION AND ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

CHAPTER 4: RESULTS

RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

3

CHAPTER 5: CONCLUSION

SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

STATISTICAL CONCLUSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

GENERAL CONCLUSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

RECOMMENDATIONS FOR FURTHER RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . 35

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

4

CHAPTER 1

INTRODUCTION AND STATEMENT OF PROBLEM

The questions of how and to what extent technology should be incorporated in America's

classrooms are not new. Though it is tempting to assume that debate has only recently emerged

regarding the pedagogical role technology can and should play, a vigorous discussion on this

topic has ever been a hallmark of American education. We need only look to the encomiums

that greeted the widespread adoption of blackboards in the early 19th century to see how

technology in the classroom has a history of salvational rhetoric surrounding it. As Josiah F.

Bumstead wrote in his 1841 treatise, The Blackboard in the Primary Schools, "The inventor or

introducer of the blackboard deserves to be ranked among the best contributors to learning and

science, if not among the greatest benefactors of mankind" (p. VIII). Modern classroom artifacts

(the textbook, the calculator, and the desk) that appear commonplace are nevertheless products

of a technological evolutionary process. The textbook first appeared in 1760 as the New

England Primer--a work of reading, moral, and religious instruction. The calculator's progenitor

was the abacus--an ancient bit of technology that first emerged in ancient Sumer and has enjoyed

enduring success as a means of aiding arithmetical calculation. Even the ubiquitous one-student

desk developed from humbler pine bench and three-legged stool ancestors (Evolving Classroom,

2001).

Though there is an inherent dynamism in the American classroom and a healthy

exchange of ideas about how best to harness that energy for the betterment of society, somewhat

less attention has been paid to the question of why American educators have such an abiding

faith in the power of technology to improve learning outcomes. You don't have to look very far

for proof of this premise: a mere two years after its debut, the iPad is swiftly becoming the

5

preeminent educational platform. Schools are buying them or similar tablet devices in bulk, and

Apple recently settled on a deal with McGraw Hill, Pearson, and Houghton Mifflin to make their

textbooks available for download in Apple's online bookstore (Kessler, 2012). Such habits of

early adoption are not without precedent; in speaking of the proponents of television in the

classroom, Donald Barnes writes in 1965, "They speak with concern of the knowledge explosion

and ask how our horse-and- buggy educational programs are going to lead young minds to an

understanding of the great changes that are erupting throughout the modern world" (258). In

the United States, close attention has always been paid to the potential of technology to

transform, revivify, or re-imagine education.

With the invention and proliferation of the Internet--from its humble beginnings as a

platform for sharing research data between educational institutions, to its current influence on

nearly every facet of personal and commercial life--American educators are once again

confronted with a new piece of technology that could prove revolutionary to the learning

process. Couple this with the fact that access to the Internet via mobile devices is expanding the

Internet’s reach deeper into our lives--changing the way we think, communicate, and conduct

business--and you begin to appreciate that we are and have been undergoing a fundamental

change as a species. As media critic Marshall McLuhan states in his book, Understanding

Media, "With the arrival of electronic technology, man extended, or set outside himself, a live

model of the central nervous system itself" (1964, p. 43). Though the Internet might be an

evolutionary stage in technological development, its implications are revolutionary.

In a relatively short period of time, the Internet itself has evolved from a grid-like, wired

infrastructure with static access hubs, to a wireless, always available resource accessible through

portable smartphones, tablets, and laptops via Wi-Fi and 3G/4G networks. The effects of this

6

change are significant. Instant access to the Internet--or what author Brian Chen calls the

“Anything-Anytime-Anywhere Future”--means that education need not take place only in

schools; it can just as easily take place at home, while waiting in line at the grocery store, or in

the middle of a field (2011, p. 3). It also means that students who possess such devices have

instant access to a whole host of distracting stimuli while seated in a traditional classroom.

In the face of such change, teachers are increasingly being asked to alter their classroom

activities and teaching styles to accommodate the proliferation of mobile information

communication technology (henceforth referred to as MICT), such as smartphones, iPads,

laptops, etc. Whether or not teachers embrace this change, begrudgingly accept it, or simply

refuse to acknowledge it seems to depend on a number of factors, including:

1. Self-Efficacy: Bandura's theory of self-efficacy suggests that one's belief in one's

competence and/or ability to attain specific goals is predictive of actual competence and

goal attainment (Bandura & Barbanelli, 1996, p. 1206). Simply put, there is a strong

positive correlation between an individual's belief that they will succeed and their relative

success. If teachers express confidence in their abilities to incorporate MICT in their

classrooms, it is reasonable to assume they will succeed in this regard.

2. Familiarity: Teachers' familiarity with MICT--i.e. if they own a smartphone/iPad/laptop

or have experience using one--would also seem to have some bearing on their adoption of

or enthusiasm for MICT in their classrooms. It is reasonable to assume that, in this

context, familiarity with MICT breeds comfort, not contempt.

3. Improvement of Learner Outcomes: Though MICT appears promising in its potential to

enhance and enrich students' classroom experiences, there is little scholarly agreement on

the efficacy of such devices at improving learner outcomes. According to a report issued

7

by the Executive Office of the President and Council of Economic Advisors, this lack of

scholarly consensus arises "from the lack of credible evaluations of most educational

technology products" (2011, p. 4). Lacking empirical proof, it is reasonable to assume

that teachers will be more likely to embrace MICT in the classrooms if they believe

MICT improves learner outcomes.

PURPOSE OF THE STUDY

This study seeks to gauge practicing high school teachers' attitudes toward technology in

education, with a special emphasis paid to the role of MICT in the classroom. Specifically, this

study:

1. Compares secondary teachers who have taught zero to ten years with secondary teachers

who have taught ten or more years regarding their willingness to embrace the use of

MICT in their classrooms.

2. Compares secondary teachers who teach in public schools with secondary teachers who

teach in private schools regarding their willingness to embrace the use of MICT in their

classrooms.

3. Seeks to establish a relationship between the willingness of secondary teachers to

embrace the use of MICT in their classrooms with their ratings of technological self-

efficacy.


embrace the use of MICT in their classrooms with their familiarity with identical or

similar devices.

8


embrace the use of MICT in their classrooms with their belief in the ability of MICTs to

improve learner outcomes.

THE PROBLEM AND HYPOTHESIS

How willing to embrace the use of MICT in their classrooms are secondary teachers in

the city of Cincinnati, Ohio, and what factors influence their willingness? This problem applies

to public and private school teachers, teachers with less than ten years of experience and teachers

with ten or more years of experience, and accounts for teachers' rating of technological self-

efficacy, familiarity with MICT, and belief in the ability of MICT to improve learner outcomes.

The hypothesis of this study is that private and public school teachers will be equally

willing to embrace the use of MICT in their classrooms. Teachers with less than ten years of

experience will be more willing to embrace the use of MICT in their classrooms than teachers

with ten or more years of experience. There will be a significant correlation between high

ratings of self-efficacy/familiarity with MICT/belief in the ability of MICT to improve leaner

outcomes and teachers' willingness to embrace the use of MICT in their classrooms.

SIGNIFICANCE OF THE STUDY

This study is significant in the following ways:

1. It provides data to administrators on how effective a technology initiative involving

MICT might be in specific school given a specific population of teachers.

9

2. It provides data to administrators which suggests possible methods for improving the

efficacy of a technology initiative involving MICT given a specific population of

teachers.

3. It provides insight into the opinions of teachers regarding the ability of MICT to improve

learner outcomes, which, in the absence of quantitative data, can serve as a good measure

of the educational value of MICT.

ASSUMPTIONS OF THE STUDY

The following assumptions were made regarding this study:

1. All teachers, regardless of affinity for or aversion to technology, regularly check their

email (the method the survey was distributed).

2. Participating teachers answered all survey items to the best of their ability.

3. The survey accurately measured teacher attitudes regarding MICT in the classroom.

4. The sample of teachers represented a random sample of all public and private secondary

teachers in the city of Cincinnati, Ohio.

LIMITATIONS OF THE STUDY

The limitations of this study are as follows:

1. This study only addresses teachers' attitudes toward technology in education and the

proliferation of MICT in the classroom. It does little to link this trend to positive or

negative learner outcomes.

10

2. The data collection tool this study uses is a survey. Therefore, the study relies upon the

relative honesty or dishonesty of the participants when they provide their respective

responses.

3. This study is limited to a small sample size of teachers in one geographical location (the

city of Cincinnati); it might not be representative of national trends.

4. The study does not account for teachers in different types of schools--such as charter,

exempted, and private--as independent variables.

5. The survey was distributed via email during the month of July. Consequently, the

response rate of teachers to whom the survey was distributed might be less than if the

survey had been distributed during the school year; vacations and other events arising

during the summer months sometimes prevent the regular checking of email.

11

CHAPTER 2

REVIEW OF RELATED LITERATURE

There has been a significant amount of scholarly attention paid to the role of information

and communications technology (ICT) in education during the past twenty years. This is mainly

due to the expansion and mainstreaming of the Internet in the late 20th and early 21st centuries.

Much scholarship has sought to study the attitudes of teachers regarding ICT. Ajzen defines

attitudes as “positive and negative judgments that are constructed out of our beliefs and

experiences, [which] are primary indicators of a person’s intent to perform a behavior” (as cited

in Cullen & Greene, 2011, p. 31). Attitudinal research has proven appealing because, as Clark

notes, “Attitudes towards computers influence teachers’ acceptance of the usefulness of

technology, and also influence whether teachers integrate ICT into their classroom" (as cited in

Braak, Sang, Tondeur, Valcke, & Zhu, 2011, p. 162). My study is situated in this tradition, but

differs from previous studies in two respects:

1. I consider teachers’ attitudes toward technology as composed of three components:

technological self-efficacy, familiarity with MICT, and belief in the ability of MICT to


2. I distinguish mobile devices from other forms of ICT because I consider their

portability and access to 3G/4G data networks as a difference in kind--not merely degree.

Many studies dealing with ICT in an educational context neglect to make this distinction.

Self Efficacy

Self-efficacy is, in essence, the degree to which one believes that one’s personal actions

possess agency and can affect change. It has a pervasive effect on several aspects of an

12

individual’s personal development, including:

Whether they think in an enabling or debilitating manner, how much effort they invest in

selected endeavors, how they persevere in the face of difficulties, how resilient they are

to adversity, how vulnerable they are to stress and depression, and what types of choices

they make at important decisional points that set the course of life paths. (Bandura,

Barbaranelli, Caprara, Gerbino, and Pastorelli, 2003, p. 769)

In an educational technology context, self-efficacy can be the difference between a

teacher’s learning how to use a new piece of unfamiliar technology, or their failing to do so.

Min-Hsien and Chin-Chung (2010) helped to illustrate this point in their study, which established

a relationship between teachers’ Technological Pedagogical Content Knowledge-Web (TPCK-

W) and their educational use of the World Wide Web. Correlations were found between self

efficacy and positive attitudes to web-based instruction (p.1). Furthermore, age and experience

were found to be factors as well: older teachers were “found to have lower levels of self-efficacy

with respect to TPCK-W” (p. 1).

Along those same lines, in a study of 45 pre-service teachers, Abbitt (2011) showed a

positive correlation between teachers’ performance on the Technological Pedagogical Content

Knowledge (TPCK) framework and their ratings of self-efficacy for technology integration. To

him, the data analysis suggested that, “knowledge in the TPACK domain may be predictive of

self-efficacy beliefs about technology integration . . .” (p. 139-140).

Holden and Rada (2011) studied teachers’ technology and computer self-efficacy in

relation to the Technology Acceptance Model (TAM)--a framework for understanding how and

to what degree “users come to accept and use a given technology” (p. 343). They determined

that “Teachers’ technology self-efficacy (TSE) was more beneficial to the TAM than their

13

computer self-efficacy” (p. 343). Simply put, generalized self-efficacy regarding technology was

found to be positively correlated to an increased willingness to accept and use new technology.

Teachers’ use of specific Internet applications has also received some attention. Franklin

and Shu Chien (2011) focused on teachers’ utilization of Web 2.0 tools. Web 2.0 tools

“facilitate collaboration and interaction, offer possibilities for immediate feedback, foment social

connections and communities, and harness collective intelligence with no associated costs” (as

cited in Franklin & Shu Chien, 2011, p. 29). In a survey of 559 in-service teachers, they found

that self-efficacy was predictive of teachers’ use of Web 2.0 tools (p. 28). Similarly, Anderson,

Groulx, and Maninger (2011) determined--using data collected from 217 pre-service teachers via

surveys--that “self-efficacy for technology integration also contributed to the prediction of

intentions to use a variety of software . . .” (p. 321).

Studies have also indicated that teachers maintain some reservations regarding their

ability to effectively use ICT in an educational context. Using a survey of 326 randomly selected

high school EFL teachers in Syria, Albirini (2004) noted that, “teachers’ perceptions of the

compatibility of ICT with their current teaching practices were not as positive. The majority of

them were uncertain about whether or not computers fit well in their curricular goals” (p. 384).

Familiarity

The foundations of self-efficacy are somewhat difficult to identify. Familiarity, however,

appears to be instrumental to determining an individual’s degree of self-efficacy in specific

competencies. In other words, familiarity with a tool or process is likely to increase one’s

confidence and competence in its use.

14

Familiarity can also influence a range of other variables in respect to teachers and

educational technology. A study of 650 randomly selected teachers in Jordan found “significant

positive correlations between teachers’ level of ICT use and their attitudes towards ICT . . .”

(Fong Soon, Leong Lai, and Al-Zaidiyeen, 2010, p. 211). These findings suggest that teachers’

familiarity with ICT (i.e. how often and to what degree they’ve used ICT in the past) can predict

their attitudes toward ICT. A similar study found evidence to suggest that “teachers’ own

familiarity with different ICT applications as well as their own learning experiences with ICT

played a very important part in developing their pedagogical ‘expertise’ with ICT” (Crisan,

2005, p. 14). In this context, familiarity was a vital ingredient for developing expertise with ICT.

In the same study, Crisan connects familiarity with technological applications to an enhanced

ability in teachers to “spot opportunities for its [technological applications] use” (p.15).

Similarly, Demiralay and Karadeniz (2010) related familiarity with computers and

Internet use to perceived information literacy self-efficacy. In their study, they determined that

“elementary student teachers’ computer experience; skills and frequency of computer and

internet use, access opportunities to computer and internet has significant effect on their

perceived information literacy self-efficacy” (p. 841).

Teachers’ lack of familiarity with ICT has been shown to have adverse effect on its

implementation in the classroom. The literature suggests that “lack of adequate training and

experience is one of the main reasons why teachers do not use technology in their teaching”

(Balogun & Yusuf, 2011, p. 19). Additionally, some researchers have been surprised at teachers’

lack of familiarity with MICT. In a study addressing the iPod Touch and iPad in the classroom,

Crichton, Stuewe, Pegler, and White (2011) note, “the most interesting finding was the lack of

15

familiarity of these devices by all the participants. We anticipated many would have owned

similar devices and be proficient in their use--this was not the case” (p. 77).

A somewhat contradictory view of the significance of teachers’ familiarity with

technology is offered by Woolard (2012). His case study involved 10 elementary teachers and

two elementary administrators. Woolard’s study supports the notion that, for teachers born prior

to or during the digital era, there is no connection between ICT integration in the classroom and

usage of ICT in their personal lives. Woolard suggests that “teachers’ pedagogical beliefs are

influenced more by their own experiences and traditions than by the dominant culture that may

influence their personal lives” (p. 3).

Improvement of Learner Outcomes

Simply because a teacher exhibits a high degree of technological self-efficacy and

familiarity with ICT does not mean they will always embrace ICT in their classroom. Teachers

must also be convinced that using ICT in an educational context will result in improved learning

outcomes for their students.

Teachers’ attitudes toward ICT have been shown to have an influence on whether they

perceive ICT as useful/effective in the classroom (Braak, Sang, Valcke, & Zhu, 2010, p. 162).

This perception of ICT’s usefulness has important implications: “One of the factors affecting

implementation of an educational change was teachers’ perception of the efficacy of the change.

The teacher was the key to exploiting the potential of ICT in teaching and learning” (Ng Wee,

2011, p. 163). To achieve widespread and effective implementation of ICT in schools, teachers

must be convinced that there is some inherent educational value in the use of ICT in the

classroom.

16

Lacking data proving ICT’s efficacy as a pedagogical tool, many teachers remain

skeptical of its value. In a study of 59 secondary teachers in Norway, “The teachers showed

commitment to ICT; however, many did not see the educational value, except for increased

access to learning material and to stimulate learner motivation” (Molster & Wikan, 2011, p.

209). This dubiousness of ICT’s educational value may have an adverse effect on ICT’s

implementation in the classroom. Put another way, if you are unconvinced of a hammer’s ability

to drive a nail, you are much less likely to learn how to use a hammer.

Regardless of the skepticism some teachers have expressed regarding ICT, other studies

have demonstrated that teachers do see intrinsic value in ICT. A survey of 118 primary school

teachers on the Greek island of Lesvos found:

A percentage of teachers, ranging from 62.20% to 93.91%, believe--from a fair degree to

a large degree--that the use of ICT assists students to: realize their strengths and

weaknesses, identify possible errors during problem-solving, develop new strategies that

facilitate their educational goals, express ideas and opinions without the fear of possible

negative evaluations, and to set their own pace during the learning process. (Giavrimis,

Papanis, & Papanis, 2011, p. 154)

Teachers’ perception of ICT as an educational tool has major consequences. As Moyer,

Schugar, and Smith (2011) point out in their study of graduate students and practicing teachers

who participated in global learning sessions using ICT, “salient features of that positive shift [in

disposition toward ICT-based learning] were the participants’ expressed beliefs that ICT-based

learning had the potential to motivate and engage learners, and the potential to facilitate the

construction and sharing of knowledge and understanding (p. 11). After having been exposed to

17

the potential of ICT as a tool for global education, teachers adopted more positive attitudes

toward ICT.

The expectation of success that teachers have when first using new technology also

seems to be related to their views of that technology’s efficacy and their use or non-use of it. As

Nelson (2011) notes in his study of 197 PreK-12 teachers, “Teachers’ expectancy of success,

intrinsic valuing, utility valuing, and perceived instrumentality of technology were related to the

frequency of their own use at school” (p. X).

When teachers regard technology as a tool with the ability to enhance their current

classroom instruction, they value it more highly. As McIntyre (2011) states in her case studies of

three literacy teachers, “Technology enabled teachers to enact their pre-existing pedagogical

beliefs. Technology served as a manager of classroom behavior and as a tool to make classroom

instruction more efficient” (p. iii).

18

CHAPTER III

METHODOLOGY

PURPOSE OF THE STUDY

This study seeks to gauge practicing high school teachers' attitudes toward technology in

education, with a special emphasis paid to the role of MICT in the classroom. Specifically, this

study:

1. Compares secondary teachers who have taught zero to ten years with secondary teachers

who have taught ten or more years regarding their willingness to embrace the use of


2. Compares secondary teachers who teach in public schools with secondary teachers who

teach in private schools regarding their willingness to embrace the use of MICT in their

classrooms.


embrace the use of MICT in their classrooms with their ratings of technological self-

efficacy.


embrace the use of MICT in their classrooms with their familiarity with identical or

similar devices.


embrace the use of MICT in their classrooms with their belief in the ability of MICT to


19

How willing to embrace the use of MICT in their classrooms are secondary teachers in

the city of Cincinnati, Ohio, and what factors influence their willingness? This problem applies

to teachers with less than ten years of experience and teachers with ten or more years of

experience, public and private school teachers, and accounts for teachers' rating of technological

self-efficacy, familiarity with MICT, and belief in the ability of MICT to improve learner

outcomes.

The hypothesis of this study was that teachers with less than ten years of experience will

be more willing to embrace the use of MICT in their classrooms than teachers with ten or more

years of experience. Private and public school teachers will be equally willing to embrace the

use of MICT in their classrooms. There will be a significant correlation between high ratings of

self-efficacy/familiarity with MICT/belief in the ability of MICT to improve learner outcomes

and teachers' willingness to embrace the use of MICT in their classrooms.

SETTING AND POPULATION

This study was conducted in the city of Cincinnati, Ohio. Census data indicates that

Cincinnati has an estimated total population of 296,943 (US Census). Demographically,

Cincinnati is composed of two major racial groups: Caucasians, which account for 49.3% of the

population, and African Americans, which account for 44.8% of the population. In 2010, per

capita income for the preceding 12 months was $22,982, and median household income was

$33,681 during the years 2006-2010. Additionally, 27.2% of the population fell below the

poverty line during the years 2006-2010. Geographically, the city of Cincinnati spans 77.94

square miles, and has a population density level of 3,810 people per square mile.

20

Cincinnati Public Schools (CPS Basic Facts) has an enrollment of 33,748 students in

grades K-12. Of that, 68.8% are African American and 23.7% are Caucasian (CPS Basic Facts).

There are 14 secondary schools in CPS. The mean annual income for secondary teachers is

$54,630 (Cincinnati Facts). The student/teacher ratio is 18.69%. However, budgetary issues

required CPS to cut 10% of its teaching staff--approximately 237 teaching positions--after the

2011-2012 school year, which will no doubt alter this ratio considerably.

The Archdiocese of Cincinnati is home to 23 secondary schools with a total student

enrollment of 13,271 (Fast Facts Archdiocese of Cincinnati). Demographically, 15% of students

enrolled in these schools are from a minority background. Approximately 69% of teachers on

the secondary level have at least a Master’s degree. 98% of students who attend secondary

schools in the Archdiocese of Cincinnati graduate.

DATA COLLECTION

Data was collected for this study using a 10 question Likert scale survey. Survey

questions were designed to measure current high school teachers’ attitudes toward technology in

education (with specific attention paid to MICT). More specifically, the questions fell into four

categories:

1. A question designed to measure teachers' willingness to embrace the use of MICT in their

classrooms.

2. Three questions designed to measure teachers' technological self-efficacy.

3. Three questions designed to measure teachers' familiarity with MICT.

4. Three questions designed to measure if teachers consider MICT effective at improving

learning outcomes in students.

21

The design and classification of the survey questions were informed by and partially

based upon survey questions found in several similar peer-reviewed studies: “Student-Teachers'

Competence and Attitude towards Information and Communication Technology: A Case Study

in a Nigerian University” (Balogun & Yusuf, 2011), “Teachers’ attitudes toward information

communication technologies: the case of Syrian EFL teachers” (Albirini, 2006), and "Reliability

and Validity of an Information and Communications Technology Attitude Scale" (Ng Wee,

2011). Responses to the questions were measured using a standard Likert scale, with possible

choices ranging from “strongly disagree” to “strongly agree.”

The surveys were distributed to all currently employed teachers in 5 Catholic secondary

schools and 5 public secondary schools. These schools were chosen randomly. Each of the 14

public schools was assigned a number (1 through 14), and 5 were blindly chosen from the pool

of 14. Similarly, each of the 23 Catholic schools was assigned a number (1 through 23), and 5

were blindly chosen from the pool of 23. After the schools were chosen, a letter of permission

was sent to the respective schools' principals requesting their cooperation in the study. A copy of

the letter of permission can be found in the appendix. Upon obtaining permission, the surveys

were distributed via email using a tool called “Fluid Surveys.” A total of 59 teachers responded

to the survey, and their responses were recorded in a table (see appendix). The following schools

had surveys distributed to their teachers:

Catholic High Schools

1. DePaul Cristo Rey

2. Chaminade Julienne

3. Roger Bacon

22

4. St. Ursula

5. Ursuline Academy

Public High Schools

1. Gilbert A. Dater

2. Hughes

3. Withrow

4. Shroder

5. SCPA

DATA COMPILATION AND ANALYSIS

The following steps were taken to analyze the data:

1. Data collected from the survey was recorded in a table. See appendix.

2. A two-sample t-test was performed on two of the survey items to determine if there was a

difference in teachers' willingness to embrace MICT in their classrooms between teachers

with zero to ten years experience and teachers with ten or more years experience.

3. A two-sample t-test was performed on two of the survey items to determine if there was a

difference in teachers' willingness to embrace MICT in their classrooms between public

school and private school teachers.

4. A correlation analysis was performed to determine if there was a relationship between

teachers' willingness to embrace MICT in their classrooms and teachers' technological

self-efficacy. Standard and reverse worded questions were used on the survey to

eliminate the possible perception of bias.

23


teachers' willingness to embrace MICT in their classrooms and teachers' familiarity with

MICT. Standard and reverse worded questions were used on the survey to eliminate the

possible perception of bias.


teachers' willingness to embrace MICT in their classrooms and teachers' belief in the

efficacy of MICT to improve learner outcomes. Standard and reverse worded questions

were used on the survey to eliminate the possible perception of bias.

7. Conclusions were drawn from the above data.

SUMMARY

The purpose of this study was to measure practicing high school teachers’ willingness to

embrace the use of MICT in their classrooms through the distribution of a 10 question Likert

scale survey to teachers in 5 Catholic secondary schools and 5 public secondary schools in the

city of Cincinnati, Ohio. Any possible relationships between teachers' willingness to embrace

the use of MICT and teaching experience/school-type were ascertained using statistical analysis

(t-tests). Any possible correlations between teachers' willingness to embrace the use of MICT in

their classrooms and technological self-efficacy/familiarity with MICT/belief in the efficacy of

MICT at improving learner outcomes were ascertained using statistical analysis (correlation

analyses).




24




This study was conducted in the city of Cincinnati, Ohio. Census data indicates that

Cincinnati has an estimated total population of 296,943 (US Census). Demographically,

Cincinnati is composed of two major racial groups: Caucasians, which account for 49.3% of the

population, and African Americans, which account for 44.8% of the population. In 2010, per

capita income for the preceding 12 months was $22,982, and median household income was

$33,681 during the years 2006-2010. Additionally, 27.2% of the population fell below the

poverty line during the years 2006-2010. Geographically, the city of Cincinnati spans 77.94

square miles, and has a population density level of 3,810 people per square mile.

Data was collected during July, 2012. The surveys were distributed to all currently

employed teachers in 5 randomly chosen Catholic secondary schools and 5 randomly chosen

public secondary schools after first obtaining permission from the respective schools' principals.

The surveys were distributed via email using a tool called "Fluid Surveys." A total of 59

teachers responded to the survey. The data was recorded in a table, and analyzed using two-

sample t-tests and correlation analyses.

25

CHAPTER IV

RESULTS

The composition of the 59 secondary teachers who responded to the survey (as

determined by the control questions measuring level of teaching experience and school type) was

as follows:

26

Reponses to the first question of the survey (used to measure teachers' willingness to

embrace the use of MICT in their classroms) had the following breakdown:

A two-sample t-test was performed to compare teachers who have taught zero to ten

years with teachers who have taught ten or more years regarding their willingness to embrace the

use of MICT in their classrooms. The following results were obtained:

t-Test: Two-Sample Assuming Unequal Variances (Teaching Experience)

< 10 years > 10 years

Mean 4.529411765 4.119047619

Variance 0.764705882 0.985481998

Observations 17 42

Hypothesized Mean Difference 0

df 33

t Stat 1.568532812

P(T<=t) one-tail 0.063148527

t Critical one-tail 1.692360258

P(T<=t) two-tail 0.126297055

t Critical two-tail 2.034515287

27

Although teachers with less than ten years of teaching experience expressed a slightly higher

level of willingness to embrace the use of MICT in their classrooms, the two groups were

statistically equivalent.

A two-sample t-test was performed to compare teachers who teach in public schools with

secondary teachers who teach in private schools regarding their willingness to embrace the use of

MICT in their classrooms. The following results were obtained:

t-Test: Two-Sample Assuming Unequal Variances (Public v. Private)

Public Private

Mean 4.444444444 4.0625

Variance 1.025641026 0.834677419

Observations 27 32

Hypothesized Mean Difference 0

df 53

t Stat 1.508938598

P(T<=t) one-tail 0.068626612

t Critical one-tail 1.674116237

P(T<=t) two-tail 0.137253223

t Critical two-tail 2.005745949

Although teachers who teach in public schools expressed a slightly higher level of willingness to

embrace the use of MICT in their classrooms, the two groups were statistically equivalent.

Correlation analyses were performed to determine if there was a relationship between

teachers' willingness to embrace MICT in their classrooms and teachers' technological self-

efficacy. The three questions included on the survey that were designed to measure teachers'

technological self-efficacy and their respective correlations to teachers' willingness to embrace

MICT in their classrooms are listed below:

28

Technological Self-Efficacy

Q3: "In general, I shy away from new technology because I am not confident in my

ability to learn how to use it"

Column 1 Column 2

Column 1 1

Column 2 -0.4837969 1

Q6: "I rarely have to ask for help when operating a piece of technology that is new to me"

Column 1 Column 2

Column 1 1

Column 2 0.197432335 1

Q9: "I can quickly learn how to use a piece of technology that is new to me in order to

accomplish an objective"

Column 1 Column 2

Column 1 1

Column 2 0.30167929 1

The responses to these three questions demonstrated a weak to moderate predictive

relationship between teachers' technological self-efficacy and their willingness to embrace MICT

in their classrooms. When the three correlation coefficients were averaged (for which all

coefficients were made positive), they equaled .33.


teachers' willingness to embrace MICT in their classrooms and teachers' familiarity with MICT.

The three questions included on the survey that were designed to measure teachers' familiarity

with MICT and their respective correlations to teachers' willingness to embrace MICT in their

classrooms are listed below:

29

Familiarity with MICT

Q2: "I spend very little time of each day using tablets, laptops, smartphones, or other

mobile information communication devices"

Column 1 Column 2

Column 1 1

Column 2 -0.616515 1

Q5: "Mobile information communication devices such as tablets, laptops, and

smartphones are strange and unfamiliar to me"

Column 1 Column 2

Column 1 1

Column 2 -0.5129314 1

Q8: "I have had enough experience with mobile information communication devices such

as tablets, laptops, and smartphones to feel comfortable when using them"

Column 1 Column 2

Column 1 1

Column 2 0.331720109 1

The responses to these three questions demonstrated a moderate to strong predictive

relationship between teachers' familiarity with MICT and their willingness to embrace MICT in

their classrooms. When the three correlation coefficients were averaged (for which all

coefficients were made positive), they equaled .49.


teachers' willingness to embrace MICT in their classrooms and teachers' belief in the efficacy of

MICT to improve learner outcomes. The three questions included on the survey that were

designed to measure teachers' belief in the efficacy of MICT to improve learner outcomes and

30

their respective correlations to teachers' willingness to embrace MICT in their classrooms are

listed below:

Improvement of Learner Outcomes

Q4: "I feel as if my students’ learning benefits (or would benefit) from the use of mobile

information communication devices in the classroom"

Column 1 Column 2

Column 1 1

Column 2 0.467148829 1

Q7: "I feel as if my teaching benefits (or would benefit) from the use of mobile


Column 1 Column 2

Column 1 1

Column 2 0.607822766 1

Q10: "Mobile information communication devices in the classroom are less a tool for

learning and more a means of distraction"

Column 1 Column 2

Column 1 1

Column 2 -0.5973006 1

The responses to these three questions demonstrated a moderate to strong predictive

relationship between teachers' belief in the efficacy of MICT to improve learner outcomes and

their willingness to embrace the use of MICT in their classrooms. When the three correlation

coefficients were averaged (for which all coefficients were made positive), they equaled .56.

31

CHAPTER V

CONCLUSION

SUMMARY

The purpose of this study was to measure practicing high school teachers’ willingness to

embrace the use of MICT in their classrooms through the distribution of a 10 question Likert

scale survey to teachers in 5 Catholic secondary schools and 5 public secondary schools in the

city of Cincinnati, Ohio. Any possible relationships between teachers' willingness to embrace

the use of MICT and teaching experience/school-type were ascertained using statistical analysis

(t-tests). Any possible correlations between teachers' willingness to embrace the use of MICT in

their classrooms and technological self-efficacy/familiarity with MICT/belief in the efficacy of

MICT at improving learner outcomes were ascertained using statistical analysis (correlation

analyses).

Data was collected during July, 2012. The surveys were distributed to all currently

employed teachers in 5 randomly chosen Catholic secondary schools and 5 randomly chosen

public secondary schools after first obtaining permission from the respective schools' principals.

The surveys were distributed via email using a tool called "Fluid Surveys." A total of 59 teaches

responded to the survey. The data was recorded in a table, and analyzed using two-sample t-tests

and correlation analyses.





32



Data collected via the survey did not validate the first hypothesis: according to the

sample, teachers with less than ten years of experience are equally willing to embrace the use of

MICT in their classrooms as teachers with greater than ten years experience. Survey data did,

however, validate the second hypothesis: according to the sample, private and public school

teachers are equally willing to embrace the use of MICT in their classrooms. Regarding the

hypothesized correlations, the sample showed a somewhat weak correlation (.33) between

teachers' ratings of technological self-efficacy and their willingness to embrace the use of MICT

in their classrooms. To a relatively insignificant extent, the higher teachers rate themselves

regarding technological self-efficacy, the more likely they are to embrace the use of MICT in

their classrooms. The sample also showed a significant correlation (.49) between teachers'

familiarity with MICT and their willingness to embrace the use of MICT in their classrooms.

The more familiar teachers are with MICT, the more likely they are to embrace the use of MICT

in their classrooms. Finally, the sample showed that there is a significant correlation (.56)

between teachers' belief in the efficacy of MICT to improve learner outcomes and their

willingness to embrace the use of MICT in their classrooms. The more teachers believe in the

efficacy of MICT to improve learner outcomes, the more likely they are to embrace the use of


STATISTICAL CONCLUSIONS

The following conclusions can be drawn from statistical analysis of the survey results:

33

There is no statistical difference between teachers with less than ten years experience and

teachers with greater than ten years experience regarding willingness to embrace the use

of MICT in the classroom.

There is no statistical difference between teachers in public schools and teachers in

private schools regarding willingness to embrace the use of MICT in the classroom.

There is a weak correlation (.33) between teachers' ratings of technological self-efficacy

and their willingness to embrace the use of MICT in the classroom.

There is a significant correlation (.49) between teachers' familiarity with MICT and their

willingness to embrace the use of MICT in the classroom.

There is a significant correlation (.56) between teachers' belief in the efficacy of MICT to

improve learner outcomes and their willingness to embrace the use of MICT in the

classrooms.

GENERAL CONCLUSIONS

Several conclusions can be drawn from the findings of this survey. Firstly, it is relatively

surprising that there was no statistical difference found between teachers with less than ten years

experience and teachers with more than ten years experience regarding willingness to embrace

MICT in their classrooms. The hypothesis was based on an assumption that teachers with less

classroom experience would be more willing to try new and unorthodox instructional methods

(i.e. implementing MICT in their classrooms), but results of the survey contradict this

assumption. It is reasonable to think that, given a larger sample of teachers with less than ten

years experience (only 16 responded to this survey), a more pronounced difference between the

two groups might be observed. For all intents and purposes, however, the sample suggests that

34

MICT has become so pervasive in our society that it transcends variables like age and experience

that might have proven significant during the early adoption phase of MICT.

Secondly, although the hypothesized findings were that there would be no difference

between teachers in public schools and private schools regarding willingness to embrace MICT

in their classrooms, it was interesting to see that hypothesis borne out in the results. It might be

assumed that private schools' pedagogical approaches and curricula are more tradition bound and

subsequently insulated from the change that MICT is bringing about in education. According to

the sample, however, this does not appear to be the case.

Finally, the results of the correlation analyses seem significant for several reasons.

Although the study's initial hypotheses were largely confirmed, it was surprising that

technological self-efficacy was not a larger determinate in teachers' willingness to embrace the

use of MICT in their classrooms. The implications of this finding, however, seem to be more

positive than negative. Self-efficacy as a concept is closely akin to self esteem, confidence, and

personal agency. While all these constructs have been studied from a psychological perspective,

their origin is still largely shrouded in mystery. An individual's self-efficacy seems to be a result

of nature and nurture, and therefore in some sense and to some degree predetermined. This

means any actions that administrators and/or educators take to improve teachers' technological

self-efficacy will inevitably be circumscribed by forces beyond their control.

In contrast, concrete steps can be taken to substantively improve teachers' familiarity with

MICT and their belief in the power of MICT to improve learner outcomes. In the case of the

former, teachers will need greater access to and training with MICT. In the case of the latter,

teachers will need to be presented with quantitative data from comprehensive longitudinal

studies demonstrating that the use of MICT in the classroom actually does help to improve

35

learner outcomes. Although work and time intensive, both of these initiatives are feasible given

widespread support from the educational community.

RECOMMENDATIONS FOR FURTHER RESEARCH

The results of this study indicate several directions that further research might take

regarding the effective and widespread implementation of MICT in the classroom. Firstly, more

research has to be done to prove that MICT is effective at improving learner outcomes.

Although many teachers trust their observations and might be convinced of the efficacy of MICT

by anecdotal evidence, quantitative data supporting the use of MICT in the classroom would help

bolster the implementation of MICT and help to convince skeptical educators/administrators of

its usefulness. This data must be obtained via longitudinal studies which track and compare the

long-term academic success of groups of students using MICT in the classroom with groups of

students not using MICT in the classroom.

Finally, more research needs to be done to determine the most effective method of

familiarizing teachers with MICT. A combination of exposure to and scaffolded instruction with

MICT seems to be the best approach, but studies will need to confirm or refute this assumption.

Additionally, it is reasonable to think that technology-savvy younger students--or "digital

natives"--might serve a purpose in helping to instruct teachers on the use and application of

MICT in the classroom. This idea of the student teaching the teacher and the teacher learning

from the student, although unconventional, is nevertheless an encouraging and exciting prospect;

it is an opportunity that the advancement of technology seems perfectly suited to provide.

36

REFERENCES

Abbitt, J. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about

Technology Integration and Technological Pedagogical Content Knowledge (TPACK)

among Preservice Teachers. Journal of Digital Learning in Teacher Education,

27(4), 134-143.

Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: the

case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.

Al-Zaidiyeen, N., Leong Lai, M., & Fong Soon, F. (2010). Teachers' Attitudes and Levels of

Technology Use in Classrooms: The Case of Jordan Schools. International Education

Studies, 3(2), 211-218.

Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among Preservice

Teachers' Technology-Related Abilities, Beliefs, and Intentions to Use Technology in

Their Future Classrooms. Journal Of Educational Computing Research, 45(3),

321-338.

Bandura, A., & Barbanelli, C. (1996). Multifaceted Impacted of Self-Efficacy Beliefs on

Academic Functioning. Child Development. 67(3), 1206-1222.

Bandura, A., Caprara, G., Barbanelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of Affective

Self- Regulatory Efficacy in Diverse Spheres of Psychological Functioning. Child

Development, 74(3), 769-782.

Barnes, Donald. (1965). Television in the Classroom: Teachers' Views. The Elementary School

Journal, 65(5), 258-261.

Bumstead, Josiah. (1841). The Blackboard in the Primary Schools. Boston, MA: Perkins &

Marvin.

Chen, Brian. (2011). Always On: how the iPhone unlocked the anything-anytime-anywhere

future--and locked us in. Boston, MA: Da Capo Press.

Cincinnati Facts. (n.d.). Retrieved June 08, 2012 from http://www.wolframalpha.com/input

/?i=cincinnati%2C+oh

CPS Basic Facts. (n.d.). Retrieved June 08, 2012 from http://www.cps-k12.org/home

/FactsAtGlance.pdf

Crichton, S., Stuewe, N., Pegler, K., & White, D. (2011). Personal Devices in Public Settings:

Lessons Learned From an iPod Touch / iPad Project. Proceedings Of The International

Conference On E-Learning, 77-83.

Crisan, Cosette. (2005). How mathematics teachers' own learning experiences with ICT affects

their classroom practice. Micromath, 14-16.

37

Cullen, T. A., & Greene, B. A. (2011). Preservice Teachers' Beliefs, Attitudes, and Motivation

About Technology Integration. Journal of Educational Computing Research, 45(1), 29-

47.

Demıralay, R., & Karadenız, Ş. (2010). The Effect of Use of Information and Communication

Technologies on Elementary Student Teachers' Perceived Information Literacy Self-

Efficacy. Educational Sciences: Theory & Practice, 10(2), 841-851.

Evolving Classroom. (2001). Retrieved June 08, 2012, from http://www.pbs.org/kcet/

publicschool/evolving_classroom/index.html

Executive Office of the President & Council of Economic Advisors. (2011). Retrieved June 10,

2012 from http://www.whitehouse.gov/sites/default/files/unleashing_the_potential_of_

educational_technology.pdf

Fast Facts Archdiocese of Cincinnati. (2011-2012). Retrieved June 08, 2012 from http://

valuesforalifetime.com/fast-facts-about-our-catholic-schools

Giavrimis, P., Papanis, E., & Papanis, E. (2011). Information and Communication Technologies

and Development of Learners' Critical Thinking: primary School Teachers' Attitudes.

International Education Studies, 4(3), 150-160.

Holden, H., & Rada, R. (2011). Understanding the Influence of Perceived Usability and

Technology Self-Efficacy on Teachers' Technology Acceptance. Journal Of Research On

Technology In Education, 43(4), 343-367.

Kessler, Sarah. (2012). Why the iPad won't transform education just yet. Retrieved June 08, 2012

from http://www.cnn.com/2012/01/20/tech/innovation/ipad-wont-transform-

education/index.html

McIntyre, B. (2011). Teachers' Beliefs And Practices Regarding The Role of Technology In

Literacy Instruction: A Mixed Methods Study. Retrieved from ProQuest Digital

Dissertations. (AAT 3457913)

McLuhan, Marshall. (1964). Understanding Media: The Extensions of Man. Cambridge, MA:

The MIT Press.

Min-Hsien, L. & Chin-Chung, T. (2010). Exploring teachers' perceived self efficacy and

technological pedagogical content knowledge with respect to educational use of the

World Wide Web. Instructional Science, 38(1), 1-21.

Nelson, Lee. (2011). Teachers' Motivation to Integrate Technology: A Study Of Expectancy-

Value, Perceived Instrumentality, and Prospect Goals. Retrieved from ProQuest Digital

Dissertations. (AAT 3488211)

Ng Wee, L. (2011). Reliability and Validity of an Information and Communications Technology

Attitude Scale for Teachers. Asia-Pacific Education Researcher, 20(1), 162-170.

http://www.pbs.org/kcet/publicschool/evolving_classroom/index.html

http://www.pbs.org/kcet/publicschool/evolving_classroom/index.html

http://www.cnn.com/2012/01/20/tech/innovation/ipad-wont-transform-education/index.html

http://www.cnn.com/2012/01/20/tech/innovation/ipad-wont-transform-education/index.html

38

Sang, G., Valcke, M., Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT Integration into

the classroom teaching in Chinese primary schools: exploring the complex interplay of

teacher-related variables. Journal of Computer Assisted Learning, 27, 160-172.

Shu Chien, P., & Franklin, T. (2011). In-Service Teachers' Self-Efficacy, Professional

Development, and Web 2.0 Tools for Integration. New Horizons In Education, 59(3), 28-

40.

Smith, C. A., Moyer, C. A., & Schugar, H. R. (2011). Helping Teachers Develop Positive

Dispositions about Technology-based Learning: What a Brief Global Learning Project

Revealed. Journal Of Educational Technology Development & Exchange, 4(1), 1-

14.

US Census Data for Cincinnati, Ohio. (n.d.). Retrieved June 08, 2012 from http://quickfacts.

census.gov/qfd/states/39/3915000.html

Wikan, G., & Molster, T. (2011). Norwegian secondary school teachers and ICT. European

Journal Of Teacher Education, 34(2), 209-218.

Woolard, J. (2012). Behind The Scenes: Understanding Teacher Perspectives On Technology

Integration In A Suburban District Technology Initiative. Retrieved from ProQuest

Digital Dissertations. (AAT 3503892)

Yusuf, M. O., & Balogun, M. R. (2011). Student-Teachers' Competence and Attitude towards

Information and Communication Technology: A Case Study in a Nigerian University.

Contemporary Educational Technology, 2(1), 18-36.

39

APPENDIX

Survey

Teacher Attitudes Toward Mobile Technology

Please indicate your level of classroom teaching experience

Less than 10 years

Greater than 10 years

Please indicate whether you teach in a public or private school

I teach in a public school

I teach in a private school

Optional: If you would like to be entered into the drawing for a $50 gift card to Joseph-

Beth Booksellers, please type your first and last name in the field below (all survey results

will remain anonymous)

Please respond to the following statements (using the provided scale from Strongly

Disagree to Strongly Agree):

1. "I look forward to or currently enjoy using tablets, laptops, smartphones, and/or other

mobile technological devices in my classroom"

2. "I spend very little time of each day using tablets, laptops, smartphones, or other mobile

information communication devices"

40

3. "In general, I shy away from new technology because I am not confident in my ability to

learn how to use it"

4. "I feel as if my students’ learning benefits (or would benefit) from the use of mobile


5. "Mobile information communication devices such as tablets, laptops, and smartphones

are strange and unfamiliar to me"

6. "I rarely have to ask for help when operating a piece of technology that is new to me"

7. "I feel as if my teaching benefits (or would benefit) from the use of mobile information

communication devices in the classroom"

8. "I have had enough experience with mobile information communication devices such as

tablets, laptops, and smartphones to feel comfortable when using them"

9. "I can quickly learn how to use a piece of technology that is new to me in order to

accomplish an objective"

10. "Mobile information communication devices in the classroom are less a tool for

learning and more a means of distraction"

41

Copy of Permission Letter Sent To Principals

Hello Principal _____________,

My name is Benjamin Darby. I am a M.Ed. student at Xavier University. As per my degree

requirements, I am conducting a research study to gauge secondary teachers’ attitudes toward

mobile technology in the classroom. I have created a short 10 question survey as my data

collection tool. Below, you’ll find a link to this survey. I would be greatly obliged if you would

forward this email to your school’s teaching staff. All survey results will remain anonymous, but

if your teachers choose to include their names on the survey they will be entered into a drawing

to win a $50 gift card to Joseph-Beth Booksellers. Thank you for your time!

http://fluidsurveys.com/surveys/bendarby/teacher-attitudes-toward-mobile-technology/

Best,

Ben Darby

http://fluidsurveys.com/surveys/bendarby/teacher-attitudes-toward-mobile-technology/

Documents

Research Paper Final