Date of Award

2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

Mobile technology is revolutionizing the American higherEducation system. Integrating mobile technology into college classrooms is changing the teaching and learning process. Today's millennial generation students are tech savvy and using their mobile devices to learn and explore in many possible ways. Mobile technology devices can be used as effective tools to enhance teaching and learning. The ubiquitous nature of these mobile devices with wireless capabilities makes learning possible instantly anywhere and everywhere with easy access to information for everyone. The purpose of this study was to investigate the effects of integrating mobile wireless technologies (MWT) on preservice teachers' attitudes and learning outcomes in teacherEducation classrooms. A pretest-posttest exploratory model was used to examine the effect of using MWT in the classroom setting. Students' learning outcomes and attitudes were compared between two teacherEducation classes to see if there was a significant effect in using MWT. This quantitative study explored the effects of using MWT for classroom activities. Undergraduate students enrolled in two sections of a teacherEducation course were the study participants; one section was the control group and the other was the experimental group that used iPads for in-class activities. Data were collected at pretest before the treatment and at posttest after the treatment using an achievement test on the assigned chapter for investigating students' learning outcomes and a Likert-scale survey for investigating students' attitudes. The attitude survey was categorized and analyzed using four factors: a confidence/anxiety factor, a liking factor, a usefulness factor, and a training factor. The study results showed no significant iii change in students' learning outcomes and attitudes towards using MWT. Due to a small sample size, use of a single intervention, and a limited period for the experiment were some of the major factors for insignificant results of this study. The information from this study can be the basis for further research to determine better ways to use MWT in teacherEducation classrooms.

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