Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Debra Tyrrell

Abstract

Inconsistent use of mobile technology in the science classroom challenges teachers regarding integrating mobile technology to enhance students' learning. This study addressed teachers' challenges in integrating mobile devices to enhance student learning outcomes in urban sixth to ninth grade science classrooms. The purpose of this exploratory qualitative study was to gather the experiences and perceptions of urban sixth to ninth grade level science teachers. In line with Siemens and Downes' theory of connectivism, the research questions examined how urban sixth to ninth grade level science teachers use mobile devices in their classrooms and the benefits, and the participants' perception regarding the challenges of using it. Purposive sampling was used to collect the qualitative data through semistructured interviews of 13 urban sixth to ninth grade science teachers. Data were analyzed using axial coding and thematic analysis. Key findings of the study were that teachers used mobile devices to improve their efficiency and improve communication with students. Benefits to students included receiving immediate feedback, accomplishing tasks quicker, being more engaged in lessons, and practicing 21st century skills. Key findings of challenges included issues around connectivity, privacy, lack of building-wide policies, and difficulty teaching students to use their devices responsibly. These findings may help science teachers consider the benefits and challenges before using mobile devices for learning. Results may contribute to positive social change by providing administrators insight into how mobile devices can keep students engaged and the importance of implementing policies. Recommendations include providing training for teachers in managing students on mobile devices and implementing building-wide policies for consistency.

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