Bose, D., & Lowenthal, P. R. (2016). Integrating mobile devices into the classroom: A qualitative case study of a faculty learning community. International Journal of Social Media and Interactive Learning Environments, 4(4), 319-332. http://dx.doi.org/10.1504/IJSMILE.2016.081275
Despite the pedagogic affordances of mobile devices, many instructors are not prepared to effectively integrate them into their courses. Boise State University has developed a program to support faculty in the innovative use of mobile devices in the classroom. This qualitative case study documents instructors’ experiences and perceptions of integrating mobile devices in their courses. Themes under investigation were the impact of mobile devices on teaching practice, student learning, and course learning outcomes. Results indicate that instructors used mobile devices to create content, communicate, store, and share information. Assignments were modified to take advantage of mobile devices, digital fluency was increased, and assessment strategies were altered. Instructors reported an increase in students’ digital fluency, communication, and active learning. Perceived impact on course learning outcomes, though, was mixed. Implications of this study are discussed, including recommendations for faculty development and ideas for instructional integration of mobile devices.
Keywords: mobile learning, m-learning, mobile devices, digital fluency, faculty development, technology integration, qualitative case study, learning communities, iPads, social presence, higher education, instructor experiences, instructor perceptions, teaching practice, student learning outcomes, course learning outcomes, content creation, information sharing, communication
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