Date of Award

Spring 2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

Committee Chair

Jonathan Beedle

Committee Chair Department

Curriculum, Instruction, and Special Education

Committee Member 2

Richard Mohn

Committee Member 2 Department

Educational Research and Administration

Committee Member 3

Kyna Shelley

Committee Member 3 Department

Educational Research and Administration

Committee Member 4

Taralynn Hartsell

Committee Member 4 Department

Curriculum, Instruction, and Special Education

Abstract

Mobile devices, such as tablets, laptops, and Smart phones have changed the landscape of education requiring teachers to integrate technology in the classroom. The integration of mobile devices in the classroom is referred to as mobile learning, and requires teachers to be confident and prepared in their ability to teach mobile learners. This study was an attempt to explore and examine teachers’ confidence and preparedness in teaching mobile learners and close some of the gaps in the research. A quantitative method of investigation and analysis was used for this study to draw conclusions relative not only to teachers’ confidence and to preparedness, but to examine the possibility of any correlation between the two. Additionally, the study explored the differences in teachers’ confidence and preparedness based on whether or not a school provided mobile devices on a 1:1 student basis. In general, the results revealed high levels of teacher confidence, but no correlation between confidence and preparedness. The results also showed no significant differences in confidence and preparedness for teachers teaching in schools with mobile devices provided on a 1:1 student basis and those schools not providing mobile devices on a 1:1 student basis.

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