Running Head: BIHS MOBILE LEARNING INTEGRATION

BIHS Mobile Learning Integration

Jordana Anderson, Carlina Johnson and Chung Lee

George Mason University

BIHS MOBILE LEARNING INTEGRATION

BIHS Mobile Learning Integration

PROBLEM STATEMENT

Because of Common Cores emphasis on digital literacy for college and career readiness and

growing research that shows technology integration in the classroom can increase student

engagement and deepen and enhance the learning, the Berkeley Unified School District (BUSD)

is requiring a 15% increase in technology integration for the 2017-2018 school year. In other

words, the district wants schools to include and hopefully use more technology like laptops and

smartphones in the classroom in order to boost student achievement. Going beyond this

requirement, Berkeley International High School, a large program within Berkeley High School,

wants 100% technology integration and use. Administrators at Berkeley International High

School have hired instructional designers to train their English teachers in mobile learning

anticipating their need for extra support in achieving this goal.

BACKGROUND

Berkeley High School is a large public high school in Berkeley, California. It is the only high

school in the district. From the schools 2014-2015 school profile, the most recent available,

Berkeley High School has more than 3,150 students in grades 9-12, with a senior class of over

750 students in the class of 2015 (BHS School Profile). The student population is very

diverse: there are many different ethnicities in attendance, languages spoken, academic abilities

present, and household incomes represented (BHS School Profile). For example, While many

students live in areas where the household income exceeds $80,000, about 30% of Berkeley High

School students qualify for free or reduced lunch (BHS School Profile). This is significant

because there is no tracking at BHS: all classes, including Advanced Placement (AP) and

International Baccalaureate (IB), portray the schools heterogeneity including students with
BIHS MOBILE LEARNING INTEGRATION

special needs. Thus, all teachers must teach all students. In recent years, the school has struggled

with this goal; it was noted in the report from the Western Association of Schools and Colleges

as a major reason BHS only received a three-year accreditation in 2012 instead of a six-year one

(Albertson, K., Bass, J., Brown, J. L., et al., 2012, p. 39-40). The district and Berkeley

International High School believe that technology tools can help teachers better teach academic

standards as well as meet the needs of their unique student population.

BHS students are divided into six themed learning communities such as the Academy of

Medicine and Public Service and Berkeley International High School (BHS School Profile).

The learning communities must reflect the demographic makeup of the school. Each learning

community has its own departments and curriculum although there is a lot of collaboration

across learning communities, and students can take certain electives outside of their designated

programs. Berkeley International High School (BIHS), the focus of this training, concentrates on

developing global-mindedness in its students (Berkeley International HS Overview). For

example, in their English classes, students read literature from around the world. All BIHS

students are required to take certain IB classes such as IB English and History (Berkeley

International HS Overview). IB classes are rigorous, so BIHS teachers have to work hard to

make their curriculum accessible and engaging for their diverse learners. BIHSs technology

integration requirement aims to help teachers achieve that mission.

Laptops, smartphones, and tablets are all examples of portable electronic devices.

Berkeley International School has two dedicated mobile laptop carts for student use, and

Berkeley High School has fairly consistent Wi-Fi. Each cart contains 30 computers. BIHS

teachers check out carts using Google Calendar, but they must share the carts with their

colleagues. When using technology as part of a lesson or to complete an assignment in class, the
BIHS MOBILE LEARNING INTEGRATION

general policy is for students to share resources. For example, if computers are broken, students

partner with classmates. Additionally, many students own smartphones and tablets and can work

from these devices. For work outside of the classroom, Berkeley High School has a library and

computer lab. There are 12 computers in the library and 35 in the lab, but these are not laptops.

Berkeley Public Library is across the street from the school and provides additional technology

tools.

LEARNER ANALYSIS

Strategy: Berkeley High School is located in Berkeley, California. Because of the geographical

distance, we collected data through electronic surveys that were sent to seven teachers to

complete. Additionally, since Jordana worked as an English teacher for seven years in Berkeley

International High School, we included her insights in the analysis.

CONTEXTUAL ANALYSIS

Orienting Context: There are seven teachers in the BIHS English department. As outlined

below in the learner analysis findings, the majority of the teachers have multiple years

experience teaching high school; however, they did not have a good understanding of mobile

learning or how to integrate it into their curriculum. Additionally, half of the teachers identified

themselves as being apprehensive toward the training and not particularly interested in the topic.

The other fifty percent of the target audience are interested in learning about the different tools

available to in order to integrate mobile learning into their daily lessons.

Instructional Context: Every year in August, immediately before school school starts, all BHS

staff is required to attend weeklong orientation and professional development. The one-day

mobile learning training took place during this week at an off-campus facility. Teachers were

credited professional development units for participating. The training classroom was equipped
BIHS MOBILE LEARNING INTEGRATION

with a projector, instructor computer, and twelve student stationery desktop workstations with

projection capability. Wi-Fi access was also available to accommodate work on mobile devices.

Additional breakout rooms are located on the same hallway and facilitated group work and

discussions.

Transfer Context: It is anticipated the target audience will be able to transfer the knowledge

and concepts acquired within the course directly to their lesson planning in the upcoming school

year. Furthermore, it is expected BHS will facilitate additional opportunities for

interdepartmental collaboration to encourage sharing of successful examples of effectively

integrating mobile technology.

Table 1: Learner Analysis Findings:

Information Category Data Sources Learner Characteristics

100% of the respondents have

multiple years of teaching
Entry Behaviors Survey/Interview of BIHS experience at the high school
English Teachers level.

100% of the respondents have

multiple years of experience
teaching English.

The majority of the teachers

surveyed were not
comfortable using portable
Prior Knowledge of the Topic Survey/Interview of BIHS electronic devices (i.e.
Area English Teachers smartphones & tablets), and
not very knowledgeable about
mobile learning.

There was a split in the

teachers surveyed: half of the
BIHS MOBILE LEARNING INTEGRATION
Attitudes toward Content
Motivation for Instruction
Education and Ability Levels
teachers did not want to learn
about mobile learning
Survey/Interview of BIHS because it did not pique their
English Teachers interest.
The other half wanted to learn
about the different tools
available to teachers in order
to integrate mobile learning
into their daily lessons. The
teachers will have at their
disposal a mobile laptop cart
for the students to use.
66.6% of the teachers
surveyed are motivated to
learn about mobile learning
and the different technology
tools available.
Survey/Interview of BIHS
English Teachers The other 33.4% is
apprehensive about learning
about mobile learning. The
main fear they expressed is
that it could be a detrimental
to the students critical
thinking skills.
In overall teaching
experience, 100% of the
teachers surveyed have five or
more years of teaching
experience. The newer
Survey/Interview of BIHS teachers have as little as five
English Teachers years while the most veteran
teachers have as many as
twenty-seven years.
The majority of the teachers
surveyed are most motivated
BIHS MOBILE LEARNING INTEGRATION

when they can direct their

own learning at least half of
the time.

General Learning Preferences Survey/Interview of BIHS The teachers surveyed would

English Teachers also like to be given the tools
and strategies that they can
use to learn on their own and
learn from their peers.

The majority of the teachers

surveyed do not believe in or
subscribe to a one size fits all
learning preference.

There are seven English

teachers in the department:
four women and three men.

Most teachers teach freshman

or sophomore classes as well
as junior or senior IB classes.

General Group Characteristics Insights from Jordana Teachers classrooms are

located in close proximity so
that they can collaborate more
easily.

One of the English teachers is

from Kenya, and his primary
teaching assignment is
actually in the world language
department teaching Swahili.
He might need additional
assistance applying mobile
learning and its
methodologies to an English
Literature and Composition
curriculum.
TASK ANALYSIS
BIHS MOBILE LEARNING INTEGRATION

Method: The task analysis was conducted using a combination of a topic and procedural task

analysis to define mobile learning and deconstruct the process of integrating it successfully into

the curriculum. The facts, concepts, and principles for the topic analysis were first collected by

reviewing relevant journals and texts, then synthesized with the feedback from our two Subject

Matter Experts. For the procedural analysis, interviews were conducted with the SMEs to

expatiate specifically on their thought process while planning a mobile learning experience.

Topic Analysis:

1. Mobile Devices

a. Types

i. Smartphones

ii. Tablets

iii. Media Players

b. Capabilities

i. Access Content

ii. Capture Information

iii. Provide Computation

iv. Communicate

1. Push or Pull

a. Push: automatically sent to the user

b. Pull: user logs on to retrieve

2. Mobile Learning

a. Definition - Sarrab (2014) defined mobile learning as learning delivered across

multiple contexts through social and content interactions (as cited in Sarrab,
BIHS MOBILE LEARNING INTEGRATION

2016, p. 332). In other words, mobile learning is about the delivery of content via

portable electronic devices, which allows for users to learn outside of the

traditional brick-and-mortar classroom and access content anywhere and anytime.

b. Categories

i. Technology-Driven

ii. Portable e-Learning

iii. Connected Classroom Learning

iv. Informal Situated Mobile Learning

v. Remote Mobile Learning

c. Challenges

i. Scalability

ii. Sustainability

d. Benefits

i. Convenient and Flexible

1. Learners can access content anytime and anywhere

ii. Personalizes Learning

iii. Promotes collaborative learning

iv. Makes tracking student data and providing feedback more manageable and

efficient

v. Can be engaging

e. Contexts

i. K12 Education

ii. Higher Education

BIHS MOBILE LEARNING INTEGRATION

iii. Industry

3. Mobile Models & Frameworks

a. FRAME (Levene, 2015)

i. Framework for the Rational Analysis of Mobile Education

1. Focus on the device, the learner and social interaction

2. Increased emphasis on Constructivism (Levene, 2015)

b. Mobile Device as Support

i. Balance device use with peer interaction and collaboration

c. Mobile Device Focused

i. The learner lacks interaction and loses context because the device

becomes the primary focus

4. Learning Theories Commonly Applied to Mobile Learning

a. Situated Learning

i. Learning occurs in a place of relevant context

b. Authentic Learning

i. Learning constructed by the learner

c. Context-Aware Learning

i. Learning facilitated by surroundings

d. Personalized Learning

i. Learning customized to the needs of the learner

e. Game-based Learning

Procedural Analysis: The procedural analysis is based off of interviews with two teachers who

are experts in integrating mobile learning into humanities lessons. One is a middle school
BIHS MOBILE LEARNING INTEGRATION

English teacher at Rainier Prep in Seattle, Washington, and the other is a Berkeley High School

technology coordinator and history teacher. It is important to note that we were constrained by

time zone differences and the SMEs busy school schedules. Since the target audience is already

knowledgeable about English Language Arts Common Core standards and general lesson

planning techniques, the procedural analysis focuses solely on the cognitive (unobservable) task

of how to effectively integrate mobile technology into a lesson.

Outline:

1. Determine learning objectives for the lesson or unit (backward planning).

2. Identify Common Core standards that promote the use of technology within the major

strand(s) of the lesson (writing, listening and speaking, etc.), and align the learning

objectives with relevant standards.

3. Ask yourself, Is there any way technology could help make my lesson more efficient

and effective?. The following areas lend themselves well to mobile learning in English

courses:

a. Student data collection

b. Journaling

c. Collaborative learning

d. Publishing writing

e. Research

f. Vocabulary instruction

g. Presentation of knowledge and ideas

4. Consider the needs of your audience. Ask yourself, Is there any way technology could

make learning more accessible, meaningful, and engaging for students? Pay attention to:
BIHS MOBILE LEARNING INTEGRATION

a. Students with learning differences

b. Opportunities for differentiation by content, process, and product

c. Distance learners

5. Consider what technology you have available to you. Ask yourself:

a. How many students have access to laptops, smartphones, etc.?

b. What resources does the school provide?

c. Does the school have reliable Internet access?

6. Research applications and the features of portable electronic devices that would be most

useful to your specific focus.

a. Talk to experts at your school who can make suggestions about relevant apps and

devices.

b. Recommended Apps:

i. It is important to note that the applications can fit into more than one

category. For example, VoiceThread is an excellent tool for presentation

of knowledge and ideas and collaborative learning.

1. Student data collection- Google Forms

2. Publishing writing- Tumblr

3. Collaborative learning- Google Docs and Doctopus

4. Research- EasyBib

5. Vocabulary instruction- Quizlet

6. Presentation of knowledge and ideas- VoiceThread

7. Test the app yourself making sure to record the steps that you are employing. Those steps

can be used to create the directions for students.

BIHS MOBILE LEARNING INTEGRATION

8. Write (or rewrite) your lesson to include your mobile learning plan.

INSTRUCTIONAL OBJECTIVES

The instructional objectives are based in the cognitive domain; the learners will acquire and then

apply the knowledge they have gained to integrate mobile learning into the curriculum. At the

end of the one-day training, learners will be able to:

Define mobile learning.

Describe two potential challenges and three benefits of incorporating mobile learning

into an English Language Arts (ELA) curriculum.

Choose three Common Core ELA standards that connect to current units they teach

and explain how mobile learning could enhance each standard.

Identify two mobile applications relevant to the previously identified standards and

describe how each application could be used to achieve each standard.

Within nine weeks of completing the one-day training, learners will:

Design and implement a mobile learning lesson that utilizes the previously identified

mobile applications.

INSTRUCTIONAL APPROACH

The overall strategy for the training is to scaffold learners ability to independently design their

own mobile learning lessons through instructor modeling and hands-on experience. At the

beginning of the training, the focus is on activating prior knowledge and presenting the concepts

and principles of mobile learning. Then, students move into applying their understanding by

linking standards, navigating mobile applications, and writing curriculum. The learning

experience has been designed to be a one-day course consisting of six different modules

throughout the day. In between each module, there will be a 15-minute break to allow for
BIHS MOBILE LEARNING INTEGRATION

learners to reflect and ask questions. All training materials will be stored on Google Docs for

easy access for the users.

Table 2: Instructional Approach:

Module & Objective Instructional Approach Duration/Additio

nal Materials

Module 1. Instructor-Led Introductions 30 min

Introductions and Instructor introductions
Overview Course overview & objectives
review
Learner introductions
Icebreaker activity - Share a
favorite app you use in your daily
life.

Module 2. Summary: Through a combination of activating 1.5 hours

Characteristics of prior knowledge, instructor-led presentation and
Mobile Learning small group discussion, learners will define and
identify at least three characteristics of mobile Materials:
Objective: Define learning. KWL Chart
mobile learning. Individual Reflection Instructor
K-W-L charts of mobile learning Powerpoint
characteristics. Trainees
complete the Know and Want
to Know columns.
Learners share their current
knowledge of mobile learning
and what they hope to learn with
the group.
Instructor-led Presentation
Define mobile learning
Describe categories
Group Discussion:
In groups, learners discuss
mobile learning and complete the
K-W-L chart based on the
conversation.
If time permits, groups can begin
BIHS MOBILE LEARNING INTEGRATION

discussing ideas on how they

think the characteristics of
mobile learning might benefit
their lessons.
Share findings with the entire
group.
Group Debriefing:
Before break, learners are asked
to anonymously write down one
question, comment or concern on
an index card. Instructors will
begin the next session sharing the
comments, concerns and
answering the questions.

Break - 15 min

Module 3. Benefits Summary: Learners identify challenges and 1 hour

& Challenges benefits of mobile learning based on their own
experience participating in a mobile learning Materials:
Objective: Describe activity as well as literature on the subject. Mobile
two potential Hands-On Experience: Learning
challenges and three Learners participate in a brief Module
benefits of instructor-led mobile learning Mobile
incorporating mobile session on their mobile devices. Devices
learning into the ELA Learners then discuss their
curriculum. experience and identify
challenges and benefits of mobile
learning.
Individual Reading
Instructors give students a brief
article based on research on the
challenges & benefits of mobile
learning.
Students read and
annotate on their own
Instructor-Led Discussion
Learners discuss both their
experiences during the mobile
learning session as well as the
BIHS MOBILE LEARNING INTEGRATION

ideas from the article to

brainstorm ways to overcome
challenges & take advantage of
the benefits

Break - 15 min

Module 4. Summary: Using instructor modeling followed 1 hour

Application to ELA by a group activity, learners collaboratively
Standards choose Common Core ELA standards and Materials:
describe how integrating mobile learning would Note cards
Objective: Choose benefit teaching the standard.
three Common Core Instructor Modeling
ELA standards that An instructor chooses a common
connect to current core standard that would benefit
units they teach and from integrating mobile learning
explain how mobile Instructor does a Think Aloud
learning could explaining why he/she chose that
enhance each standard and how teaching it can
standard. be enhanced with mobile
learning.
Group Activity:
Setup: Common Core ELA
standards are individually listed
on notecards. Class is divided
into groups of four. Each group
then chooses six standards from a
hat.
Of the six standards, the group
chooses two that they feel would
be best enhanced by integrating
mobile learning. They discuss
amongst themselves why the
standard they chose would
benefit from mobile learning.
One member of the group shares
the standards chosen and
explains how they could be
enhanced with mobile learning.
Each learner is encouraged to jot
BIHS MOBILE LEARNING INTEGRATION

down at least three standards and

explanations from other groups
that could be implemented into
their own curriculum.
Group Debriefing
Learners share the ideas they
found particularly useful for their
own curriculum.

Break - 15 min

Module 5. Identify Summary: Students rotate through stations in 1 hour

and Explain order to learn about and experiment with
specific mobile applications. Afterward, they Materials:
Objective: Identify discuss which applications would be most useful Computer
two mobile for achieving the Common Core standards they Emulator
applications relevant identified in module four. (so students
to the previously Instructor-led Presentation can see the
identified standards At each station, using a phone screen of
and describe how emulator and a projector, each the
each application instructor demonstrates to no instructors
could be used to more than three students in a phones)
achieve each group the features of 1-2 Projector
standard. applications related to: Mobile
Collaborative learning Devices
Presentation of
knowledge and ideas
Publishing writing
Hands-On Experience
The instructor presents the
students with challenges to
complete using the applications,
which enables students to gain
experience using the apps.
The instructors provide support
and feedback to the students as
they work.
Group Discussion
Once the students have
completed their stations, the
BIHS MOBILE LEARNING INTEGRATION

instructors facilitate a
conversation about which apps
could be used to achieve the
standards discussed in module
four.
This is also an
opportunity for students
to ask any lingering
clarifying questions about
the mobile applications.
Instructors provide students with
a list of more useful applications.

Break - 15 min

Module 6. Building Summary: After observing an instructors 2 hours

towards your own model, students will begin building lessons that
lesson include mobile learning.
Objective: Design a
mobile learning
lesson that utilizes the
previously identified
mobile applications.
Materials:
Instructor-led Presentation Laptops
An instructor does a Think Projector
Aloud describing how he/she Mobile
would go about the lesson Devices
planning process with the goal of
incorporating mobile learning.
This Think Aloud is
based on the procedural
analysis derived from the
SMEs
Hands-On Experience:
Learners organize themselves
according to their grade level
teams so that they have partners
with whom they can brainstorm.
Since the learners teach both
upper (11th &12th) and lower
(9th & 10th) classes, they have to
choose which grade level they
will focus on.
Learners begin to outline their
ideas in order to implement their
BIHS MOBILE LEARNING INTEGRATION

own lessons utilizing mobile

learning tools and methodologies
they have learned throughout
modules 2-5.
After nine weeks, learners are
expected to complete and deliver
one mobile learning lesson. In
the first three weeks, during
Monday morning BIHS
professional development,
learners will finish designing
their curriculum. Over the next
four weeks, they will implement
their plans and evaluate the
result. Lastly, during the final
two professional development
meetings dedicated to this
training, learners will present
their curriculum, their experience
of teaching it, and their analysis
of its impact on students.
Group Debriefing
Learners fill out online
anonymous surveys evaluating
the training.

LIMITATIONS & CONSTRAINTS

Because of our geographical distance from Berkley High School and the time constraints of the

project, we collected data through electronic surveys that were sent to seven teachers to

complete. Of the seven, only three teachers responded. In an effort to gain additional data for the

learner analysis, Jordana called the lead English teacher to ask her to encourage teachers to

respond. Unfortunately, that attempt was not successful. The training was scheduled based upon

teacher availability, and thus limited to professional development hours. We were also
BIHS MOBILE LEARNING INTEGRATION

constrained by time zone differences and busy schedules with respect to our SMEs, so interviews

took place over the phone on two separate occasions for each expert.

Members of our group were limited to meetings hosted online through Google Hangouts.

Collaboration on the project was primarily accomplished on a shared Google document. Despite

these limitations, we were able to consistently and effectively work together, sharing the

workload and responsibilities associated with the project.

EVALUATION

A combination of a formative and summative evaluation was used to analyze the effectiveness of

the training design and delivery and the achievement of the learning objectives. Both phases of

the evaluation involved a multi-pronged approach designed to compile data from the learners.

The formative and summative evaluation was conducted in stages.

FORMATIVE

Stage 1: Before the implementation of the training, the material went through

multiple peer reviews to ensure that the objectives, instructional strategies, and

assessments were aligned. SMEs also examined the content to ensure the training

was accurate and focused.

Stage 2: Formative assessment was incorporated within each training module and

included group and instructor-led discussion, informal knowledge checks, and

hands-on activities to demonstrate concept mastery.

Table 3: Evaluation Tasks:

Learning Objective Evaluation Task

1. Define mobile learning. Learners complete the first two

portions of the KWL chart to assess
what they already know and identify
BIHS MOBILE LEARNING INTEGRATION
2. Describe two potential challenges
and three benefits of incorporating
mobile learning into the ELA
curriculum.
3. Choose three Common Core ELA
standards that connect to current units
they teach and explain how mobile
learning could enhance each standard.
4. Identify two mobile applications
relevant to the previously identified
standards and describe how each
application could be used to achieve
each standard.
5. Design a mobile learning lesson that
utilizes the previously identified
what they hope to gain from the
course.
At the end of module one, learners fill
out index cards listing a working
definition of mobile learning and three
interesting or applicable
characteristics. Instructor collects
notecards to review during the break.
Instructor-led discussion- learners
discuss the challenges and benefits of
mobile learning based on their in-class
experiences and an article based on
research.
Group Activity- class is divided into
groups. The instructor pulls an ELA
standard at random. Group 1 discusses
and decides whether mobile learning
would enhance the standard when
incorporated into a lesson. They then
explain and support their position to
the other groups. Groups 2 & 3 are
given five minutes to decide whether
they agree with Group 1s position and
provide reasons as to why or why not.
Groups 2 & 3 share their positions and
explanations. Each group should go at
least once. Continue as time permits.
Hands on experience - learners have
mobile application challenges to
complete and instructors provide
feedback as students work
Instructor-led discussion about which
applications from the challenges could
be used to achieve the Common Core
standards.
Instructor observes and questions
individual learners as they begin
BIHS MOBILE LEARNING INTEGRATION

mobile applications. outlining their mobile learning lesson.

Particular attention is paid to the ELA
standards and the types of mobile
learning chosen and how they are
integrated into a lesson.
Completion of the last section of the
KWL chart to highlight the principles
and concepts students learned from the
training.
SUMMATIVE

Stage 1: Immediately after the training, learners fill out level-one surveys based

on Kirkpatricks model (1959). The level-one evaluation gathers information

about the learners reactions toward the learning experience. The surveys contain

questions in multiple formats (e.g. rating from 1-10, open text box, etc.). The

surveys are submitted by the trainees through Dropbox, which allows for easy

collection and access. Questions include:

What do you believe are the three most important strengths of the

training?

What do you believe are the three most important weaknesses of the

training?

Rate the effectiveness of the trainers.

Stage 2: Within the first nine weeks of completing the training, learners complete,

present (to their colleagues and administrators in BIHS and beyond), and judge

their summative assessments (i.e. their mobile learning lessons). These

assessments will reveal what they learned from the training; thus, they are level-

two evaluations.
BIHS MOBILE LEARNING INTEGRATION

Stage 3: At the end of the year, the learners fill out retrospective surveys that

speak to whether or not they have continued to include mobile learning in their

curriculum. Students also reflect one more time on their attitudes toward initial

training. This is a level one and three evaluation that attempts to determine how

the learners have altered their behavior as a result of the training as well as

changes in their reactions toward the training.

Outcomes Assessment: The outcomes assessment will be measured and analyzed by how well

the learners do in the summative evaluation when the learners build their own lessons and

implement their plans.

INSTRUCTIONAL MATERIALS

Module 2 Script

1. Instructor says: Before we begin lecturing on mobile learning and doing hands-on

activities, we want you to reflect on what you already know and what you want to know

about this topic. We have created what is called a K-W-L chart for you to fill out. Im

sure some of you have used a similar chart in your classrooms.

2. Pass out charts to learners.

3. Instructor says: Feel free to write in note form. There are no wrong answers because these

are reflections. If you dont think you know anything about mobile learning, try

brainstorming what you know about the word mobile as it relates to electronic devices.

Remember, you are only completing the first two columns. The last column represents

what you have learned, so we will do that later in the training. Take five minutes to

complete this, then well discuss your reflections.

BIHS MOBILE LEARNING INTEGRATION

4. Learners take approximately five minutes to complete the Know and Want to Know

sections.

5. The instructor then encourages learners to first share what they already know. As

students call out their responses, the instructor writes them on the whiteboard.

6. After all students have shared, the instructor says: Look how much you already know

about mobile learning. Were here to take what you already know and hopefully add to it

and apply it in your classrooms for the benefit of your students.

7. Instructor then encourages students to call out what they hope to learn in the training.

Learners call out responses while the instructor writes them on a different section of the

white board.

8. After students have shared, the instructor says: Great! Now weve established what you

already know and what you hope to learn during this training. Lets get started.

9. Instructor opens the lecture by asking: What do you think is the definition of mobile

learning? Turn to the person sitting next to you and discuss your ideas.

10. Students are given a few minutes to talk. After, they share out.

11. Instructor says: Those are all good definitions! There are multiple definitions of mobile

learning right now particularly because the topic is still relatively new and because

technology is constantly evolving. Lets talk about the definition of mobile learning we

are going to use for our purposes today and throughout the training. Well also discuss

the categories of mobile learning.

12. During the instructor-led portion, the instructor uses a PowerPoint as a visual aid to

emphasize key points and takeaways.

BIHS MOBILE LEARNING INTEGRATION

13. Instructor says: The researcher Al Sarrab defined mobile learning as learning delivered

across multiple contexts through social and content interactions. Turn to a partner and try

paraphrasing this definition.

14. Students are given a few minutes to talk. After, they share out.

15. Instructor says: Think about mobile learning as the ability to deliver content via portable

electronic devices, which allows for users to learn outside the traditional brick-and mortar

classroom. Knowing this, what kind of possibilities does mobile learning open? In other

words, what does mobile learning allow a teacher, student, school, etc. to do?

16. Instructor encourages students to share out ideas.

17. Students are encouraged to share responses.

18. Instructor says: We are going to discuss five different categories of mobile learning:

technology-driven, portable eLearning, connected classroom learning, informal situated

mobile learning and remote mobile learning.

19. Instructor describes each category including real-world examples.

20. Instructor passes out blank notecards.

21. To conclude the module, the instructor says: Before moving on to the next section, please

write down one question, comment, or concern on the index card. I will begin the next

section by sharing the comments and concerns and answering the questions.

Examples of Instructional Materials

Samples of instructional materials included below will be used throughout the training. The

PowerPoint slides provide students with instructions or examples for the hands-on portions they

will be completing in each of the modules. The K-W-L chart is a handout used in module two to
BIHS MOBILE LEARNING INTEGRATION

activate learners prior knowledge, anticipate the information to be learned and at the conclusion

of the training, to identify what they learned.

BIHS MOBILE LEARNING INTEGRATION
BIHS MOBILE LEARNING INTEGRATION
BIHS MOBILE LEARNING INTEGRATION
BIHS MOBILE LEARNING INTEGRATION
BIHS MOBILE LEARNING INTEGRATION

References

BHS School Profile. Berkeley High School. (n.d.). Retrieved from http://bhs.berkeleyschools.net/

Berkeley International HS Overview. Berkeley High School. (n.d.). Retrieved from

http://bhs.berkeleyschools.net/

Clark, T., & Barbour, M. (Eds.). (2015). Online Learning and Distance Education: Online,

Blended and Distance Education in Schools: Building Successful Programs. Herndon,

US: Stylus Publishing. Retrieved from http://www.ebrary.com

Innovations in Mobile Educational Technologies and Applications. (2012). Hershey, US: IGI

Global. Retrieved from http://www.ebrary.com

Issues in Distance Education: Mobile Learning: Transforming the Delivery of Education and

Training. (2009). Edmonton, CA: AU Press. Retrieved from http://www.ebrary.com

Levene, J., & Seabury, H. (2015). Evaluation of Mobile Learning: Current Research and

Implications for Instructional Designers. Techtrends: Linking Research & Practice To

Improve Learning, 59(6), 46-52. doi:10.1007/s11528-015-0904-4

Ng, W., & Cumming, T. M. (Eds.). (2015). Routledge Research in Higher Education: Sustaining

Mobile Learning: Theory, research and practice. Florence, US: Routledge. Retrieved

from http://www.ebrary.com

Quinn, Clark N.. Bloomberg: The Mobile Academy: mLearning for Higher Education (1).

Hoboken, US: Jossey-Bass, 2011. ProQuest ebrary. Web. 1 March 2017.

Quinn, C. N. (2011). Designing MLearning: Tapping into the Mobile Revolution for

Organizational Performance (1). Hoboken, US: Center for Creative Leadership. Retrieved

from http://www.ebrary.com

Sarrab, M., Al Shibli, I., & Badursha, N. (2016). An Empirical Study of Factors Driving the
BIHS MOBILE LEARNING INTEGRATION

Adoption of Mobile Learning in Omani Higher Education. International Review Of

Research In Open & Distance Learning, 17(4), 331-349.

Udell, C. (2014). Mastering Mobile Learning (1). Greensboro, US: Center for Creative

Leadership. Retrieved from http://www.ebrary.com

Albertson, K., Bass, J., Brown, J. L., et al. Visiting committee report: Western association of

schools and colleges. Berkeley High School. (2012). Retrieved from

http://bhs.berkeleyschools.net/

West, D. M. (2012). Digital Schools : How Technology Can Transform Education. New York,

NY, US: Brookings Institution Press. Retrieved from http://www.ebrary.com

BIHS MOBILE LEARNING INTEGRATION

Appendix A

Learner Survey Questions

1. In what subjects are you credentialed?

2. How long have you been an English teacher overall?

3. How long have you worked at Berkeley High School? And Berkeley International High

School?

4. In general, how familiar and comfortable are you with using portable electronic devices

such as smartphones and tablets? (Rating Scale)

5. Rate your current level of understanding of mobile learning. (Rating scale)

6. How often do you incorporate portable electronic devices, such as smartphones and

tablets, in your curriculum (i.e. utilize mobile learning) ? (Rating scale)

a. Please provide an example of how you incorporate mobile learning in your

classroom.

7. How comfortable do you currently feel utilizing mobile learning as an instructional

medium? (Rating Scale)

8. What would you like to learn about this topic?

9. Do you feel adding mobile learning is beneficial to students? Why or why not?

10. Do you feel supported by administrators and parents to integrate mobile learning into the

curriculum?

11. How confident do you feel about your ability to be successful in a mobile learning

training course? (Rating Scale)

12. What background, experience, or special talents do you have that might contribute to

learning success?
BIHS MOBILE LEARNING INTEGRATION

13. Are there any accommodations you would find helpful to support your success during

training?

14. What training styles motivate you to pay attention and actively participate during

professional development?
BIHS MOBILE LEARNING INTEGRATION

Appendix B

SME Interviews

Maia Goodman, middle school English teacher:

Q: How do you go about lesson planning to include mobile learning?

A: First, I never use technology for the sake of using technology. I start with my end goal. I ask

myself if incorporating technology would help me achieve my goal. So, if my end goal is

students learning new vocabulary, then using an app like Quizlet would be a good idea.

Q: Are there particular aspects of an English curriculum that lend themselves well to mobile

learning?

A: A good resource is the Common Core standards. There are specific English Language Arts

standards that have to do with digital literacy. For instance, there is one about publishing writing.

So when students are writing an essay, I think, How could I tie this to the standard? In that

example, I could have them create a blog or website. I think writing is an area that fits well with

mobile learning. There is something in the standards about collaborative writing too. Anything to

do with writing or presenting works well with mobile learning.

Q: Are there particular apps you recommend?

A: Doctopus is one I use a lot. Its really good for collaborative writing.

Q: Do you think mobile learning is beneficial for students then?

A: Well, yes and no. It can beneficial for students, but its important not to think of technology

as a cure-all. Also, a lot is put on English teachers now. They have so much material to cover; it

gets overwhelming. So, if you throw too many apps at them, they probably wont use them. Its

too much. One suggestion is for an English department or grade-level teams to decide on specific
BIHS MOBILE LEARNING INTEGRATION

areas for improvement in the curriculum. Then, they brainstorm how mobile learning could help

them tackle that area. It narrows down the focus.

Q: How did you become so well-versed in mobile apps?

A: I test out a lot of apps in my free time. I actively search for ones that will help me to be more

efficient. I also read blogs by other educators trying out new technology in their classrooms. My

students will often tell me about the latest app.

Keldon Clegg, high school history teacher & technology coordinator:

Q: How do you go about lesson planning to include mobile learning?

A: I ask myself, How can I do the things I need to do better? For example, doing reading

journal with pencil and paper doesnt make sense. I use Google Forms because I dont have to

collect papers, I can gather data about my students, I provide feedback faster, etc. The lesson is

more efficient. I also think, What is the demand of the lesson? and What, if any, shortcomings

would exist if I didnt use technology? Its important to consider who you are planning for and

what their goals are as well as what access to technology you even have (like how many laptops

are available for your students). The bottom line is to use technology to save as much time as

possible. Teachers are tired of using too many tools. They need to focus on the tools that are

most helpful for their objectives.

Q: Are there particular aspects of an English curriculum that lend themselves well to mobile

learning?

A: Yes! Mobile learning offers a way of personalizing learning. For example, students can work

at their own pace, and it is easier for homogenous groups to work together without stigma. More

and more people are reading texts on computers, smartphones, e-readers, etc, so it makes sense

to design curriculum around that. Also, students need to learn about presenting their ideas in
BIHS MOBILE LEARNING INTEGRATION

aesthetically pleasing ways (like formatting). Peer editing in writing is another major area of the

curriculum. More students do collaborative work more than ever before because of Google Docs.

Lastly, academic language is huge in the humanities. Apps like Seesaw allow students to present

their work (for example, through videos) and hone these skills.

Q: Are there particular apps you recommend?

A: I use Google Forms, Kahoot, and Plicker for polling students.

BIHS MOBILE LEARNING INTEGRATION

Appendix C

Mobile Learning Lesson Rubric

1 2 3
Criteria Below Nears Meets Standard
Standard Standard

The common core Standard Standard Standard chosen is

ELA standards chosen is not an chosen is clearly an
chosen for the lesson appropriate for somewhat of an appropriate choice
are appropriate for a a mobile appropriate for a mobile
mobile learning learning lesson. choice for a learning lesson.
lesson. mobile learning
lesson.

The portable Portable

electronic devices electronic devices Portable Portable electronic
chosen are chosen electronic devices devices chosen
appropriate for are not chosen are are clearly
achieving the appropriate for somewhat appropriate for
standards and achieving the appropriate for achieving the
enhancing student standards and achieving the standards and
learning. enhancing standards and enhancing student
student learning. enhancing learning.
student learning.

Utilization of the Utilization of the Utilization of the Utilization of the

mobile learning tools mobile learning mobile learning mobile learning tools
is present throughout tools is not tools is somewhat is clearly present
the lesson. present present throughout the
throughout the throughout the lesson.
lesson. lesson.

Mobile learning Mobile learning Mobile learning Mobile learning

methodologies are methodologies are methodologies methodologies are
clear and emerge not clear and do are somewhat clear and emerge
throughout the not emerge clear and emerge throughout the
lesson. throughout the in portions of the lesson.
lesson. lesson.
BIHS MOBILE LEARNING INTEGRATION