Barry D. ThibaultDr. BaylenMEDT 8484

Article ComparisonChartandCritique

Tuesday, July 05, 2011

Research Question:

How willmobile devices motivate students to learn?

Sub questions to be answered:

  • What do students experience with technology outside the classroom?
  • How do student's feel about the utilization of mobile technology compared to the computer lab?
  • What can be done to prevent distractions with the technology?

Article
Chart / Topic,Author,and
Author’s
Background / Problem
Statementor
Research Problem / Approachor
Research
Methods / TypesofDataand
Data Sources / Data Collection
Strategyand/or
Instrument / Data Analysis
Approach / Citation(APA6th
Edition)
1 / Topic/Title:
"Adventure Learning: Motivating Students in a Minnesota Middle School"
Author: Daniel C Moos; Brian Honkomp / How does Adventure Learning (AL) affect motivation and learning outcomes with middle school students / Qualitative Data- Semi Structured Interview
Quantitative Data
Questionnaire / Motivation Strategies for Learning Questionnaire (MSLQ)
African-Knowledge Based Questionnaire / Exploratory Mixed Method Study
Pre/Post Test
Tape recorded Interviews / Quantitative Analysis
Semi Structured Interviews
Pre/Post Test / Moos, D., & Honkomp, B.. (2011). Adventure Learning: Motivating Students in a Minnesota Middle School. Journal of Research on Technology in Education, 43(3), 231-252. Retrieved June 9, 2011, from Research Library. (Document ID: 2302105791).
2 / Topic/Title:
"TECHNOLOGY EMPHASIZED IN NEW JERSEY INSTITUTE OF TECHNOLOGY'S NEW FINE ARTS PROGRAM; APPLICATIONS ACCEPTED NOW" / N/A
Informational / N/A / N/A / N/A / N/A / Technology Emphasized in NJIT's New Fine Arts Program; Applications Accepted Now. (2010, October 27). Targeted News Service, Retrieved June 8, 2011, from Research Library. (Document ID: 2174058391).
3 / Topic/Title:
"Teachers’ Beliefs and Technology Practices: A Mixed-methods Approach"
Author:
Deniz Palak
New York Institute of Technology
Richard T. Walls
West Virginia University / Examine the relationship between teachers’
beliefs and their instructional technology practices / Sequential and Integrated Mixed Method
Multiple variables and sampling techniques
Explanatory mixed methods design
(QUAN → QUAL / The case-study research
(a) a classroom observation
(b) an interview
(c) a lesson plan
(d) written reflections to four open-ended questions about their educational
beliefs and practices. / This survey is
composed of 28 statements using a 5-point Likert scale with response options
ranging from “disagree strongly” to “agree strongly.” The survey has content
validity for preservice teachers (Sadker, 2004) / The quantitative phase used analyses of multiple regressions and correlations.
(a) student-centered beliefs (b) teacher-centered beliefs (c) attitudes
about technology
(d) teacher confidence and comfort with technology
(e) technical support
(f ) general school support,
(g) ratio of computers to
students in the classroom. / Palak, D., Walls, Richard. T (2006). Teachers’ Beliefs and Technology
Practices: A Mixed-methods Approach. Journal of Research on Technology in Education, 38(4), 409–424.E. Retrieved June, 14th 2011 from:
4 / Topic/Title:
"Don't give students more tools of mass distraction." / Views on the positive and negative aspects of digital and mobile technology in the classroom! / N/A
Informational / N/A
Informational / N/A
Informational / N/A
Informational / 2010. "Don't give students more tools of mass distraction." Maclean's 123, no. 38: 6. MasterFILE Premier, EBSCOhost (accessed June 14, 2011).
5 / Topic/Title:
"PDAs in Teacher Education: A Case Study Examining Mobile Technology Integration"
Author:
Teresa Franklin, Colleen Sexton, Young Lu, Hongyan Ma
Author's Background:
Teresa Franklin Ohio University
Colleen Sexton
Governors State University
University Park, IL USA
Young Lu
Ohio University
Hongyan Ma
University of Rio Grande / A Case Study Examining Mobile Technology
Integration / examining journals and class discussions / weekly journals
classroom applications
e-mails
technical or pedagogical questions
post survey of technology skills
classroom observation
applications
personal interviews with students at / Exploratory Mixed Method Study / Quantitative Analysis
Semi Structured Interviews
Pre/Post Test
student
interviews
Computer Generated Data Collection / Teresa Franklin,Colleen Sexton,Young Lu,Hongyan Ma.(2007). PDAs in Teacher Education: A Case Study Examining Mobile Technology Integration.Journal of Technology and Teacher Education,15(1),39-57. Retrieved June 22, 2011, from Research Library
6 / Topic/Title:
"On the Horizon Mobile Devices:
Are They a Distraction or Another Learning Tool? "
Author:
DIANE J . SKIBA / Informational article on the use if technology in the classroom and how it will be beneficial or a hindrance. / N/A
Informational / N/A
Informational / N/A
Informational / N/A
Informational / SKIBA, D. J. (2011). On the Horizon Mobile Devices: Are They a Distraction or Another Learning Tool?. Nursing Education Perspectives, 32(3), 195-197. doi:10.5480/1536-5026-32.3.195, retrieved on June 21, 2011
7 / Topic/Title:
"Uses and Effects of Mobile Computing Devices in K-8 Classrooms"
Author:
Karen Swan, Mark van 't Hooft, Annette Kratcoski, Darlene Unger-
Author's Background:
Karen, Mark, and Annette are professors in the Research Center for Educational Technology at Kent
State University
Darlene Unger-Darlene Unger is a faculty member at Virginia Commonwealth University, where she works as a
research associate with the Rehabilitation Research and Training Center on Workplace
Supports / 1.How do students use mobile computing devices?
2.Does the use of mobile computing devices affect students' motivation to learn and engagement in learning?
3.Does students' use of mobile computing devices support learning processes? / Usage data were triangulated with responses from student interviews / Data included lesson plans, usage data, work samples, student and teacher
interviews, and classroom observations, some of which were videotaped / Karen Swan,Mark van 't Hooft,Annette Kratcoski,Darlene Unger.(2005). Uses and Effects of Mobile Computing Devices in K-8 Classrooms.Journal of Research on Technology in Education,38(1),99-112. Retrieved June 22, 2011, from Research Library. (Document ID:905949841).
8 / Topic/Title:
"Perceptions of Mobile Phones in College Classrooms: Ringing, Cheating, and Classroom Policies"
Author:
Scott W. Campbell
Author's Background:
(Ph.D., University of Kansas, 2002)
Assistant Professor and
Pohs Fellow of Telecommunications / Explores some of the challenges associated with mobile phones in college classrooms. / Qualitative Data- Semi Structured Interview
Quantitative Data
Questionnaire / Sample of faculty and students was surveyed to assess the extent to which the technology is considered a serious source of distraction in the classroom / predictor variables of interest
voluntary and confidential surveys were used to assess participant attitudes about mobile phones in college classrooms
self-report
Reliability was assessed using a preliminary factor analysis and 9
Cronbach alpha scores / descriptive statistics were examined with emphasis on the mean scores for the four dependent variables: ringing, complaint, cheating, and policies / Scott W Campbell. (2006). Perceptions of Mobile Phones in College Classrooms: Ringing, Cheating, and Classroom Policies.Communication Education,55(3),280-294. Retrieved June 22, 2011, from Research Library. (Document ID:1076228041).
9 / Topic/Title:
"IMPLEMENTING WIRELESS MOBILE INSTRUCTIONAL LABS: PLANNING
ISSUES AND CASE STUDY"
Author:
Paul B McKimmy
Author's Background:
Director of Outreach & Technology
University of Hawaii-Manoa, College of Education / Understanding
wireless and mobile technologies as they apply to an instructional environment / N/A
Informational / N/A
Informational / N/A
Informational / N/A
Informational / McKimmy, Paul B.. "Implementing wireless mobile instructional labs: planning issues and case study."International Journal of Instructional Media. Westwood Press, Inc. 2005. Retrieved July 05, 2011 from HighBeam Research:
10 / Topic/Title:
Mobile Learning Anytime, Anywhere.
Author:
OKSANA HLODAN
Author's Background:
Editor
in chief of ActionBioscience.org. / N/A
Informational / N/A
Informational / N/A
Informational / N/A
Informational / N/A
Informational / Hlodan, O. (2010). Mobile Learning Anytime, Anywhere.BioScience,60(9), 682-682. Retrieved from

Article CollectionCritique

Introduction

Mobile technology and cell phone usage has increased in the last couple of years as the technology has allowed for more students to be able to afford their own device. The new devices are frequently used by students and teachers due to the lower cost and also because of the recent development in mobile technology applications available on smartphone device. The cost of utilizing these smartphones for web, internet and data communication have also decreased as cell phone companies offer competitive rates on their services that include a choice for unlimited and packaged voice, data and talk plans.

These recent developments in the mobile technology allow greater learning opportunities in the classroom to utilize instruction while improving student motivation.This article review has given me a chance to compare and develop an understanding of the research that has already been developed on mobile technology use in the classrooms by other researchers.

Similarities

All articles that I reviewed included information based on the integration of mobile devices and the integration into the classroom. The research methods used were also very similar in most articles which included theresearch questions determined through a mixed research method, qualitative and quantitative data, analysis, surveys, and teacher/student interviews in most cases.

The classroom teachers interviewed and data surveyed include how the results of how exposure to mobile technologies focusing on video, audio, photography, texting, social, blogging and word processing can improve student motivation and performance in the classroom. Also, common research questions between the articles included:

  • How much benefit can be expected utilizing these mobile applications in the classroom curriculum?
  • What types of latest mobile technology programs can be used to motivate students?

Based on these similarities, I understand the need and dedication that many researchers have put forth in trying to educate and teach the significance of their research findings and through their data analysis and methods.

Differences

The articles do have a couple differences that are worth noting. As most articles researched have been positive with their findings, a couple have included qualitative data teacher interviews that promote a negative attitude towards using the smartphone in the classroom. Several of the articles were informational and not considered research dealing with a specific question, method, data or analysis; however, many concerns were discussed and made available based on classroom challenges and experiences with the technology integration.

Weaknesses

Several articles reported the negative issues of using the technology (cheating, distraction, cost) but could not issue a positive approach to changing the thoughts behind them. The following discussions were found to be a challenge to many teachers interviewed as well as many teachers that responded to my discussion posts. I look forward toreceiving a better understanding through the research of these articles so that I can provide teachers with accurate information about the development of mobile technology and the power to motivate students. Some concerns and comments I have encountered from other teachers about the study in which I hope to address with this research!
• I am having a hard time figuring out how cell phones in the classroom will have enough benefits to outweigh the negatives.
• I understand that most students already have them and use them in school even when they are not supposed to. The question that comes to mind is who pays for it.
• The school I teach at is a Title I school and if we many of the students there do not have Smartphones.
• If cell phones in the classroom is going to work the first thing that has to happen is to have both teachers and students on board with what is the proper use of phones at school.
• teachers need to address this issue of using phones inappropriately, but how do the teachers enforce it?
• You are absolutely right about starting the discussion on smartphone integration in the classroom!
• The mobile technology introduced the tablet and pad which is now becoming more widely used in the schools for many great reasons.
• There are so many useful tools in utilizing this technology.
• The cost factor is most certainly a variable that I am concerned and interested in learning about.

Among these negative comments two articles discuss the idea that students are still not quite mature enough to function with these smartphones. This is particularly true for the younger aged middle and elementary school grades and teacher beliefs at that age group. I have received much feedback through class discussions about this same topic and can understand the teacher's hesitation and concerns. I hope to be able to provide a clearer understanding for all that share this concern through my own research findings.

Strengths

In researching my particular topic through the articles that I found, I often read about training the students to handle the proper behavior, respect and maturity for the integration of mobile technology. This important information has been one major strength of my articles. The findings in several articles include the discussion that it is very important to train these students on technology etiquette at a very early age and not ban them from the use. The strongest point suggested by Parry (2011, article 5) suggests, “We are called on as teachers to teach them [students] how to use these technologies effectively, to ensure that they end up on the right side of the digital divide: the side that knows how to use social media to band together.” I hope that by sharing these results with my colleagues they will also see the significance of this technology integration and how it will benefit all students.

TakeAways

I selected these 10 articles based on the educational value for me to learn about the process of writing, reviewing and analyzing research topics and questioning techniques. The research data that most of my 10 articles discuss, allowed me the opportunity to learn how it was used in an actual classroom setting that is relevant to my own students and interests. Reading these articles helped me prepare and understand the best research method available for answering the important questions that I felt were needed to answer for this project about technology integration.

Conclusion

I will take away the fact that although research alone my not "prove" anything to all ; it does teach you about the process of understanding and utilizing options and it hopefully can provide an alternate thinking for others. I have learned several things this semester from the exchange of textbook readings, weekly classroom discussions and teacher feedback as well as the provided information from reading these articles about the procedures and elements of educational research! The work that others have done in the educational research field provide a way to learn about the process of being a better teacher and how to prepare the most well trained, highly motivated student capable entering society and the workforce.I have discovered through these articles many interesting data and findings that can enhance my view with the integration of these devices. It is important to share and discuss these benefits and findings with all stakeholders including my students who will also have an advantage of the articles studied.