Mobile Technology for Teaching and Learning

Whitney A. Gaddis
Lyndsay T. Goeckeritz
Sakinah B. Hunafa
Georgia Southern University

Reflections
Whitney Gaddis
All of the research articles used in the annotated bibliography were found by
performing an academic search on the Georgia Southern library home page. Once I
found multiple articles that were related to the topic I then read the abstracts of each
article and looked through the found articles to ensure that they were empirical
articles appropriate for the annotated bibliography project. Adding in additional terms
aided in the process. In the beginning I was only using the search terms mobile
technology in classroom but by searching words such as mobile devices in
classroom and technology in classroom expanded the search quite a bit.
Based on the research reviewed I have developed a much deeper insight within
the use of mobile technology in teaching and learning. It is empowering to learn that
with the use of mobile technology students become constructors of their own
knowledge. Using mobile technology gives them the opportunity to produce their own
learning and develop skills to succeed in the learning process. I have learned the fact
that mobile technology can be instrumental for inclusive learning environments where
all students can be engaged. With the use of mobile technology students and teachers
have the opportunity to switch roles in the classroom. The research proves that
students are able to naturally and comfortably use technology and because of this the
student becomes the teacher and the teacher becomes the student in some situations. I
have enjoyed the opportunity to learn more about the benefits of using mobile
technology in teaching and learning.
Lyndsay Goeckeritz
Throughout this annotated bibliography project I have learned more about how
to correctly and efficiently search for empirical articles in academic journals.
Although at times the search was frustrating due to articles not being published in
academic journals, the search was also rewarding to find mountains of information on
our chosen topic. Occasionally I would find an appropriate article, but the time range
would make it out of date for our project. Luckily, since our topic is mobile learning, a
relatively new idea, I did not find many articles out of date. Overall, this project ran
smoothly with the help of guidelines and the use of a padlet to aid in our
collaboration.
From the search and collection of articles for this project, I have learned
information about mobile learning in different classroom settings and how effective it
can be. The articles collected for this project have given me more data and hypotheses
about mobile learning not only in elementary education, but also higher education as

well. As an English second language teacher, I have also grasped how useful mobile
learning can be for English language learners. I plan to use what I have learned during
this process in my classroom and future endeavors as a teacher.

Sakinah Hunafa
Through the research done with this project, I became much more savvy in
research overall. I learned how to use specific keywords or even trending words
when searching for articles. I used Google Scholar as my main source because it was
free and available to the public. I liked that there was several filters available to assist
in narrowing my search. I could choose the time frame published, look for pdfs, sort
through various academic journals etc. Initially, I encountered some roadblocks with
websites requiring payment or membership to download articles published in
academic journals. Later, I discovered that Google Scholar has a link under each
search result article which says, other versions. Clicking on that link directed me to
a list of other places to find the article in questions. This helped tremendously.
Conducting this research opened my eyes to the overall lack of information out
there about mobile technology in Education. It can be used in many ways to enhance
the educational experiences of students in varied grade levels. The practice of
analytical skills used to locate very specific information would cause students to
engage in higher level thinking and push them to explore. Teaching students how to
search for correct and useful information about a topic is very important. Given the
option of choosing that topic and setting them free to find supporting information is a
common core standard. I now have another tool to help my students and look forward
to challenging them with it.

Annotated Bibliography
Abassi, M., & Hasemi, M. (2013). The impact/s of using mobile phones on English
language vocabulary retention. International Research Journal of Applied and
Basic Sciences, 4, 541-547. Retrieved April 17, 2016, from
http://www.irjabs.com/files_site/paperlist/r_710_130328101509.pdf
The study purpose of this empirical article was to evaluate if using mobile
phones by English Language learners have an effect on vocabulary retention, and if
there is a difference between male and female English learners in vocabulary retention
when using mobile phones. In this study 180 male and female high school students
between the ages of 16 and 18 years old were randomly selected to take a vocabulary
test. Students were divided into two experimental groups and two control groups.
First, a vocabulary pretest was given to assess current knowledge. Next, the control
groups were given paper pencil study activities while the experimental groups were
given study activities through mobile phone and text messages. Finally, a vocabulary
posttest was given to all groups. In conclusion, the experimental groups using mobile
phones for learning outside of the classroom showed a greater increase in test scores
than the control groups using paper and pencil. Also, results show that there was not a
difference between male and female mobile phone users.
Baldridge, S., McAdams, A., Reed, A., & Moran, A. (2013). Mobile classrooms:
Using mobile devices to enhance BSW education. Journal of Baccalaureate
Social Work, 18(1), 17-32. Retrieved April 17, 2016, from
http://jbsw.org/doi/abs/10.5555/basw.18.suppl-1.3105350172m17666
The study purpose of this empirical article was to evaluate the difference in
effectiveness of mobile learning and remote teaching to traditional teaching methods.
In this study 116 students at a liberal arts university were chosen based on their
enrollment social work practice courses and randomly assigned to two groups: remote
or traditional. Over four semesters groups were given assignments traditionally or
through texts, Facebook groups, and a venue for posting discussions. After four
semesters of learning, students were given a test instrument consisting of essay and
narrative based questions which were scored on a 12 point scale. A survey was also
given to students to learn their opinions on how their learning went. In conclusion, the

results of the posttest instrument show that there was a significant difference between
group scores showing that students using mobile learning and remote teaching had
higher scores.
Cheung, A.C., & Slavin, R. E. (2013). The effectiveness of educational technology
applications for enhancing mathematics achievement in K-12 classrooms: A
meta-analysis. Educational Research Review, 9, 88-113. Retrieved April 6, 2016,
from http://www.sciencedirect.com/science/article/pii/S1747938X13000031
The goal of this study was to analyze the effect of educational technology
applications on math achievement in K-12 classrooms by performing meta analysis on
several reviews on the topic. The studies used had to include students ranging from K12 with random sampling. The comparisons must be done with students taught in
classes with the technology program and a control group with alternative or standard
math instruction. Evaluation of the educational technology programs to improve
instruction was important too. There were a total of 74 studies included in the review
with 56,886 K-12 students. They learned that educational technology has a positive
effect on success in math. Computer use of 30 minutes weekly boosted achievement
over applications of less than 30 minutes a week. Use of various programs as a
supplement to support direct instruction helped as well. In conclusion, higher math
achievement would occur as a result of more incorporation of educational technology
applications in the classroom.
Ciampa, K., & Gallagher, T. L. (2013). Getting in Touch: Use of Mobile Devices in
the Elementary Classroom. Computers in the Schools, 30(4), 309-328.
doi:10.1080/07380569.2013.846716
The purpose of this study is to examine the influence of mobile devices and
whether or not that they are a part of each students computing resources. The research
takes place at Southern Ontario public Elementary School. Researchers interviewed
ten teachers throughout five months of professional learning in semi-structured face to
face interviews. Interview questions focused on the self-reported perceived impact of
mobile technology on student learning. The findings of this study provide a deeper
understanding for a school principal, elementary teachers, as well as parents and how
various mobile technological resources support elementary students learning.

Danh Nam, N., & Phuong Thao, T. (2015). An empirical research on the use of mobile
phones to support students mathematics learning. International Journal of
Learning, Teaching and Educational Research, 12(1), 133-131. Retrieved
February 28, 2016, from
https://www.researchgate.net/publication/280082051_An_empirical_research_o
n_the_use_of_mobile_phones_to_support_students'_mathematics_learning.
The goal of this study was to analyze cell phone use as a mobile learning tool
for high school students and its potential use in educational settings. A survey was
conducted with eight high schools in Vietnam. Three of the high schools were in rural
areas and the rest in urban areas. A web-based model was introduced that had an elesson with four modules on an interactive site.
This was used to support K-12 students with self-study. The exercises in the model
included: theoretical review, instructional exercises, drilling exercises and test and
feedback. Teachers were available to assist students with questions. A pilot study was
then conducted with a sample size of 474 high school students from two schools in
North Vietnam. Students used cell phones to access the internet and use helpful
resources on the e-lesson site. Finally, students completed a survey on cell phone use
to support Math performance. Teachers were interviewed to determine best
instructional practices at school and self-study at home. In conclusion, students and
teachers believed cell phones were useful in boosting performance in Math both at
home and school.
Domingo, M. G., & Gargant, A. B. (2016). Exploring the use of educational
technology in primary education: Teachers' perception of mobile technology
learning impacts and applications' use in the classroom. Computers in Human
Behavior, 56, 21-28. doi:10.1016/j.chb.2015.11.023
The purpose of this study is to research teachers perception of mobile
technology and how it is used in the classroom. Teachers completed a questionnaire
that was then analyzed and related teachers perceptions of learning impact of mobile

technology. The researchers focus on not only the impact of mobile technology on
student learning but the use of Apps that are content specific. This study provides a
deeper understanding about mobile technology in primary education and how it
impacts learning. This study concludes that mobile technology and its benefits to
instruction depend on design as well as the content of Apps. The research shows that
use of mobile technology along with frequent use of relevant Apps in the classroom
has a significant impact on student learning.
Jackson, L. D. (2012). Is mobile technology in the classroom a helpful tool or a
distraction?: A report of university students' attitudes, usage practices, and
suggestions for policies. International Journal Of Technology, Knowledge &
Society, 8(5), 129-140.
The purpose of this study is to develop a deeper understanding of university
students perceptions on the use of mobile devices in the college classroom. One
hundred and two undergraduate students at California Polytechnic State University
participated in the research study. Mobile devices, laptops, and smart phones were all
considered mobile technology in this study. The students ranging in ages of 17-22
completed a questionnaire. The results of the survey found that a majority of students
use mobile technology in class to supplement their learning, but the findings also
showed that there are issues concerning mobile technology as well. Some of the issues
show that ninety percent of students perceive mobile devices can impede learning by
distracting students.
Jung, H. (2014). Fostering an English teaching environment: Factors influencing
English as a foreign language teachers adoption of mobile learning.
Informatics in Education, 14(2), 219-241. doi:10.15388/infedu.2015.13
The study purpose of this empirical article was to examine the factors
influencing English as a foreign language (EFL) teachers adoption of mobile
learning. In this study, Fred Daviss Technology Acceptance Model was used as the
research framework. 189 Korean EFL teachers were used in this study to analyze
variables. These EFL teachers were given a survey about what mobile technology they
use. The EFL teachers in this study were middle and high school teachers that use
mobile learning for various aspects, reading being the most used. Three validity tests

were given to demonstrate validity; overall fit, convergent, and discriminate validity.
In conclusion, five external factors, instant connectivity, compatibility, interaction,
content enrichment, and computer self efficacy had positive effects on perceived
usefulness of mobile learning.
Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on
student learning. Communication Education, 62(3), 233-252.
doi:10.1080/03634523.2013.767917
The study purpose of this empirical article was to examine the impact of mobile
phone usage on student learning during lecture. In this study, 47 students enrolled in
communication courses at a Midwestern university that have access to mobile devices
were randomly assigned to the project. Participants were then divided into three
groups: control, low-distraction, and high-distraction. Each group was shown an
instructional video where participants took notes on paper. After the video, students
were told to review their notes and complete the class with an assessment at the end.
During the video, the control group was told to put cell phones away, the lowdistraction group was sent text messages they needed to answer every 60 seconds, and
the high-distraction group was sent text messages they need to answer every 30
seconds. In conclusion, results show that the more mobile phone usage during lecture,
the lower test scores were for students. Thus, the high-distraction group scored the
lowest grades on the assessment.
Looi, C., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., & Soloway, E. (2011).
Mobile inquiry learning experience for primary science students: A study of
learning effectiveness. Journal of Computer Assisted Learning, 27(3), 269-287.
doi:10.1111/j.1365-2729.2010.00390.x
The goal of the study was to examine the effect of mobile learning inquiry for a
science curriculum on third grade students. The sample size was 9 third-grade classes
in a primary school in Vietnam with mixed ability levels. Random assignment of a
mixed ability class was chosen for intervention. The remaining classes were to receive
traditional instruction. Science exam pretest scores were collected from all students to
compare to final exam results. A survey was given to determine attitudes about the

mobilized lessons and technology to intervention before and after the intervention.
Weekly observations of the mobilized lessons were conducted and teacher support
classes with the design team were recorded. In this study student engagement rose and
critical thinking skills improved greatly. The third grade intervention class had much
higher final exam scores than the traditional method classes. In conclusion, a
mobilized curriculum supported higher order thinking and better student engagement.
Montrieux, H., Vanderlinde, R., Schellens, T., & Marez, L. D. (2015). Teaching and
learning with mobile technology: A qualitative explorative study about the
introduction of tablet devices in secondary education. PLOS ONE PLoS ONE,
10(12). doi:10.1371/journal.pone.0144008
The purpose of this study is to investigate both teacher and student perceptions
of the use of tablet devices in the classroom and how they impact teaching and
learning. Eighteen teachers and thirty-nine students were part of a qualitative focus
group that took place in Belgium. After using tablet devices in the classroom for six
months interviews were conducted to examine the initial perceptions of the teachers
and students. Data from the conversations was then analyzed and the results shown
that teachers are key to the success of the implementation of technology in schools.
This study also confirms that more attention should be paid to the professional
development of teachers to support them in this educational reformation.
Pengrum, M., Oakley, G., & Faulkner, R. (2013). Schools going mobile: A study of
the adoption of mobile handheld technologies in Western Australian
independent schools. Australasian Journal of Educational Technology, 29, 6681. Retrieved April 6, 2016, from http://eric.ed.gov/?id=EJ1007066
The goal of this study was to examine the use of various mobile technologies in
ten Western Australian schools. Face to face interviews about mobile technology and
its use were given to staff members using mobile technologies throughout the schools
including principals, technology coordinators, teachers and vice principals. The most
used devices were Ipads, Ipad touches and iphones. It was normal for elementary level
students to share class sets while older high school students had 1:1 technology.
Students were more motivated and interested in the curriculum and learning

improved. The benefits of the technology for students with special needs were great
with the ability to resize text, audio to text capability and more. However, teachers
need more planning and development time to better incorporate the use of technology
frequently and appropriately in the classroom. In conclusion, the schools interviewed
planned to use mobile technology to enhance learning more often in the future.
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with
teaching and learning on students' learning performance: A meta-analysis and
research synthesis. Computers & Education, 94, 252-275.
doi:10.1016/j.compedu.2015.11.008
The study purpose of this empirical article was to perform a meta-analysis of
the effects of integrated mobile devices in teaching and learning. In this study, journal
articles were gathered electronically and manually relating to mobile-device and
learning keywords. Journal articles found were published between the years of 1993
and 2013. After articles were gathered, the effect sizes of each article were determined
in a data analysis. Cohens d formula was used for the data analysis. Publication bias
was then evaluated for validity.
In conclusion, out of 110 articles and 18,749 participants, the largest proportion of
studies involved the college student age and learning-oriented software. Overall, the
greatest effect of integrated mobile devices on academic achievement occurred with
elementary age students.
Union, C. D., Union, L. W., & Green, T. D. (2015). The use of ereaders in the
classroom and at home to help third-grade students improve their reading and
English/ language arts standardized test scores. TechTrends, 59(5), 71-84.
doi:10.1007/s11528-015-0893-3
The purpose of this study explores the effects of portable technology
intervention on student performance in English/Language arts. A mixed-methods case
study methodology was used. The academic performance was measured of third grade
students who used e Readers to read as well as complete assignments in the classroom
and at home. The results of this study found that the use of technology in the
classroom and at home support the effectiveness of learning in the classroom. The

results report that portable technology, such as e Readers are a viable choice for
technology intervention and are an integral part of the teaching and learning process
in the classroom. Through this research the use of eReaders have shown the ability to
engage students and motivate them to read.
Wang, F., Chen, X., & Fang, W. (2011). Integrating cell phones into a Chinese high
school EFL classroom: Students' attitudes, technological readiness, and
perceived learning. Journal of Educational Technology Development and
Exchange, 4(1), 91-102. Retrieved April 6, 2016, from
https://www.researchgate.net/publication/266009175_Integrating_Cell_Phones
_into_a_Chinese_High_School_EFL_Classroom_Students'_Attitudes_Technol
ogical_Readiness_and_Perceived_Learning.
The goal of this study was to examine how a C-learning activity integration into a
traditional EFL classroom was perceived by students. The sample size was 96 high
school students from Xiamen, China. A survey questionnaire and a reflection paper
were used to assess student feelings on cell phone use with C-learning in EFL
classrooms. A task-based learning approach was utilized to integrate cell phones into
the traditional EFL teaching. Students completed partner activities, inquiry learning
activities and more. Some challenges included equipment issues with the cell phones
even though the students had good technology skills which affected the activity at
times. However, students had positive attitudes towards using cell phones for the
learning activities and expected overall higher grades as a result. They felt that their
learning was enhanced overall. In conclusion, the C-learning activity design based on
Wangs combined task-based learning approach was useful for use in teaching high
school Chinese EFL students.