Running head: RESEARCH PROPOSAL: MOBILE DEVICES IN A SOCIAL STUDIES CLASSROOM

Research Proposal: Mobile Devices in a Social Studies Classroom Craig Chubb ETEC 500 University of British Columbia Stephen Carey 19 October, 2013

RESEARCH PROPOSAL: MOBILE DEVICES IN A SOCIAL STUDIES CLASSROOM

Introduction The last few years educators at all levels have witnessed a dramatic shift in the way mobile technologies have rapidly infiltrated the school system. Interestingly and not surprisingly educators have responded to this current of change with a spectrum of responsesranging from those who welcome it with enthusiasm, to those who shrug their shoulders with indifference, to those who fervently resist it. Despite these varied responses, mobile technologies are here to stay, are likely to become even more sophisticated and powerful with every succeeding iteration, and therefore increasingly entrenched in our education system. Current research suggests that mobile technologies will be (and have already been) so disruptive that it will change the very nature of being a student (Wakefield and Smith, 2011). To resist this would be unpractical, even foolish. While much has been investigated in terms of the disruptive nature that mobile technologies will have on learning, very little has been reported in professional journals regarding the curricular advantages of using said devicesspecifically in social studies classrooms at the secondary level. Before educators move forward by adopting mobile technologies in the classroom, research needs to be done to identify the strengths and weaknesses of using these devices over traditional classroom resources to ensure that the disruptive nature of the device does not ultimately disrupt student learning. Statement of Problem The purpose of this study is twofold: First, we want to validate the benefits of using mobile technologies in the classroom and to see if they will improve overall learning in accordance with the prescribed learning outcomes. Second, we want to identify the impact (i.e. a rethink of existing pedagogy) that mobile technologies will have on student learning and the

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traditional classroom setting. Understanding the above is fundamentally important because without a clear theoretical and conceptual framework to explain the characteristics and complex relationships of mobile technologies in an educational context, it will be difficult for educators to understand how and why these technologies should be used in the classroom (Wakefield and Smith, 2012, p. 643). To address these problems, the following questions need examining: 1. What impact will mobile technologies have on traditional classroom learning? 2. Can learning with mobile technologies improve comprehension of the prescribed learning outcomes? 3. Can mobile technologies prove to be too great of a distraction over traditional textbooks? 4. How will students view their role as learners when mobile technologies are introduced into the classroom? 5. Will mobile technologies change pedagogy? Definitions of key terminology: Mobile technology The term mobile technology is used here because it tends to encompass a wide range of highly portable, personal smart devices that typically contain the following feature sets: Long battery life, ubiquitous access, access to a range of apps, have audio/video capabilities, and contain cameras and accelerometers. Examples of these are: iPhones, iPads, and a range of Android- and Windows-based devices (Laptops and netbooks are not considered to be mobile technologies here). For the purpose of this study we will use the generic term device when referring to mobile technologies.

RESEARCH PROPOSAL: MOBILE DEVICES IN A SOCIAL STUDIES CLASSROOM

Disruptive technologies Disruptive technologies are mobile technologies that have the potential of permanently changing the nature of learning by moving away from traditional teacher-centric practice. Ubiquitous access Ubiquitous access refers to a mobile devices ability to access the internet at any time of the day and in virtually any location. Learning Because the word learning covers a great deal of territory in education, for this study it is generally viewed in terms of comprehension of content and demonstration of skill as outlined in the Ministrys prescribed learning outcomes. Review of the Literature The pace at which technology is changing is creating both opportunities and challenges in the traditional secondary school classroom setting. Educators know that technology will play an increasingly important role in the coming years, but little teacher training appears to be occurring to support them, and little is known about how this will impact student learning in general. Nonetheless, the projections of technology use suggest that by 2015 mobile devices will overtake desktops as the primary usage tool, and that 80% of all people accessing the internet will be using a mobile device (Rossing, Miller, Cecil, and Stamper, 2012, p. 1). The assumptions here are that the implications are far-reaching and that if we do not prepare for these realities, then we as educators may fail to meet the needs of this new generation of learners. The literature chosen in this review was based on emerging themes of mobile technologies in the last six years. We searched various databases such as the Educational Resources Information Centre (ERIC) as well as from the refereed journal, International Review of Research in Open and Distance Learning (IRRODL). The remaining academic journals were

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culled from the University of British Columbias search engines. Keywords such as tablets, iPad, mobile learning, mobile technologies, were used to narrow the search results. It is worth noting here that while this research proposal seeks understand the impact that mobile devices will have on student learning in the social studies context of a secondary school, no search engines in any of the databases yielded any results in this particular area. Further, a great deal of the research so far on mobile devices centres around qualitative data and very little on quantitative methodswith the exception of a study of out of ASU that discovered that students annotating text on an iPad scored 25% higher on questions regarding information transfer than their paper-based peers (Wakefield and Smith, 2012, p 643). The literature, however, does reveal some interesting overarching themes about mobile technology that help to illuminate and focus our study. Thus, this review will focus on two major emerging themes: 1) How educators can integrate mobile technologies into the classroom; and 2) how mobile devices have the potential of permanently shifting the educational paradigm. Usability, phenomenology, and learning with mobile devices. Although drawbacks exist, it is clear from the qualitative-based research that the introduction of devices into the classroom environment has generated mostly positive results, particularly around student engagement (Benton, 2012, p. 93). What is also clear is that in most cases teacher practice and preparation had to change with it for it to be successful. Geist (2011) noted that devices changed the way students and instructors interacted in class (p. 764). With devices there is no need to book computer labs or lose precious time that usually follows with switching classrooms. As well, group work becomes more efficient and convenient, although it was evident in Geists (2011) research that if instructors did not spend the time making the

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resources available on the devices then students were less enthusiastic about using it and more likely to get off-task (p. 764). Above all, a robust wireless network was key to the successful incorporation and use of devices in the classroom. Rossing et al. (2012) discovered in their research that students valued having rapid access to information from the internet, and not just being limited to a traditional textbook. It was important to them that they had the ability to expand their search beyond the physical confines of a classroom. As a result, the freedom that ubiquitous access affords to students ultimately helps to contextualize their learning. Kukulska-Hulme (2007) found that mobile content made learning more dynamic for the students because it allowed them to instantly personalize and contextualize the information in a way that was meaningful to them. Additionally, what was consistent from the research was that students felt that they got more involved with their learning. Instead of just listening to lectures, mobile devices promoted a greater interaction and sharing during in-class activities and discussions (Rossing et al., 2012, p. 11) and were less cumbersome than laptops (p. 15). They also allowed students to work more independently (Geist, 2011) and provided students the opportunity to move around as opposed to being stuck in the desks (Rossing et al.). While Rossing et al. (2012) noted in their research that students felt more engaged and more motivated to learn the class content because the devices kept them involved, they did not acknowledge that this may be due to the devices novelty factor and that this may wear off given more time (p. 14). Finally, Wakefield and Smith (2012) discovered that devices used in class had the unintended of effect of producing students with better problem-solving skills (p. 647). Although the professor participating in the study noticed the students struggling more in a seemingly

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unstructured course, they were more cognizant of their own growth and problem-solving skills because the professor did not always provide the answers (p. 647). Some of the drawbacks of using mobile devices in classrooms were consistent across the literature. Instructors became increasingly frustrated with student engagement when they returned to a lecture format after having given students more freedom. Many instructors found these devices distracting because students quickly tuned them out and started checking email, or surfing the web, or playing games (Wakefield and Smith 2012; Geist 2011; Rossing et al. 2012). Some instructors felt compelled to ask the students to put them away during a lecture, while others were concerned about putting all their material online in fear of students not showing up for class (Geist, 2011, p. 767). Another drawback that was consistent was the lack of teacher training with mobile technologies. Many teachers believed they did not receive enough training and were left to rely on their colleagues, even students for help (Benton, 2012, p. 91); and many educators wondered if it were even possible to stay current with the unyielding pace of change. It is also clear from some of the qualitative studies that educators cannot assume that students are all equally technology-competent and therefore are not on an equal footing with their peers. Additionally, without a functioning wireless system the devices effectively became useless to the students, therefore causing lessons to grind to a halt. Having said that, all the literature identified here noted that despite these challenges, most believed that mobile devices had or would have a positive impact on student learning.

RESEARCH PROPOSAL: MOBILE DEVICES IN A SOCIAL STUDIES CLASSROOM

Mobile devices as a disruptive technology. Rossing et al. (2012) claim that educators are being forced to consider their own pedagogy and approach to learning due to the rapid growth of mobile technologies (p. 1). Not surprisingly, this rapid evolution is also preventing researchers from solidifying a definition of mobile learning. While Wakefield and Smith (2012) define it as the ability to learn anywhere at any time, Rossing et al. (2012) argue that a fixed definition is untenable because mobile learning is the summation of multiple, evolving concepts (p. 2). What is clear, is that many people are turning to mobile devices as their primary choice for connectivity because of their affordability, their multi-touch interface, their adaptability, and ubiquitous access (Rossing et al., p. 2). However, the conversation around mobile devices extends beyond simple access because the implications are far-reaching. Learning can now take place beyond the walls of a classroom. Students are no longer confined to geography and see no reason why they should be because the one-size-fits-all model makes no sense to people who have grown up in a mobile world (Geist, 2011, p. 759). Because of the advantages of both the hardware and software of mobile technologies over desktop computers, educators can now accommodate a variety of learning needs and learning situations. Students now interact with a large range of content. Whether it is text, audio, video, or some form of interactive multimedia, educators can manipulate their lessons to take advantage of these resources. Educators can also take advantage of the number and range of apps at their disposal. A consequence of this, as demonstrated by the literature, is that students now expect to work, learn, and study whenever and wherever they want and experience frustration when these conditions are not being met (Rossing et al., p. 3; Wakefield and Smith, 2012).

RESEARCH PROPOSAL: MOBILE DEVICES IN A SOCIAL STUDIES CLASSROOM

Growing up in a digitally networked world has created a generation of different expectations and habits. Students do not necessarily want to be lectured at, they prefer a conversationnor do they care to read text in a traditional manner, instead opting to skim and look for information that is relevant to them (Geist, 2011, p. 759). Wakefield and Smith (2012) argue that with all these emerging mobile technologies, the very nature of being a student is changing. Mobile learning may in fact be incompatible with learning theories or traditions that were developed around the classroom and textbook. For example, mobile devices are designed with the end user in mind, and therefore by its very nature, forces educators to decentralize their teaching practices. Students today do not have to rely on their teachers for content in the same way they did a few years ago. As a consequence of this greater independence, students are encouraged to become better problem-solvers to resolve their own roadblocks or issues. Reinforcing this pedagogical shift in learning, Wakefield and Smith (2012) note that students became increasingly reliant on mobile devices to answer questions in class and expect to have instantaneous access to information (p. 646). Mobile technologies support more of a social constructivist approach to learning because of its ability to share, interact, and apply course content with other students (Rossing, 2012, p. 3). This finding was true across the literature. Students tended to gravitate to their peers for greater understanding or context. While they still remained independent learners, students did engage and interact in a way that supported their specific learning context. However, what is not clear in the research is how mobile devices are impacting educators. For instance, in his study Benton (2012) did note that while mobile devices did influence the teacher-participants pedagogy or teaching, it had not caused a permanent shift, and that for the most part, it was business as usual

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(p. 92). Although Bentons (2012) analysis on this issue was somewhat limited, he did acknowledge that those teachers had already shifted their pedagogy towards more of a social constructivist approach. Consequently, a relatively new learning theory is being born out of the networking capabilities of mobile technologies, called Connectivism. Although broad in definition, connectivism views learning as a process of connecting specialized nodes of information sources (Ravenscroft, 2011, p. 140). According to Ravenscroft (2011), connectivism can benefit from social constructivist perspectives and social media because of its potential to enhance learning through networked dialogue (p. 139). Thus, the implications of mobile technologies on learning theories and learning in general are far reaching. It is clear from the literature that more research needs to be done to truly understand the disruptive nature of these mobile devices. In conclusion, the literature reviewed here were well-designed qualitative studies sourced from reputable journals. Although their study could have benefitted from a larger and evenly distributed sampling of class sessions with mobile devices, Rossing et al. (2012) offered valuable data in this field. Bentons (2012) study on mobile devices was comprehensive although it could have benefitted from more data analysis. Although being one of the older studies, KukulskaHulmes research on mobile usability should be commended for its prescience. Much of what was argued has been supported by the latest research. Wakefield and Smiths (2011) case study also meaningfully contributed to the body of knowledge around mobile technologies. However, their study could have also benefitted from greater analysis of their research as some of their claims did not appear to be supported by their findings. Further, they did not identify if their classroom observations were selected at random, nor was it explained that using only three

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students for data collection would sufficiently and reliably test their hypotheses. Finally, the literature reviewed here did a commendable job of highlighting directions for further research and identifying the limitations of its studies, although curiously Geist (2011) did neither. Research Method Studying the impact of mobile technologies in the secondary school social studies classroom will require a mixed-methods approach. Using a combination of quantitative and qualitative data will provide us with a greater understanding of the phenomenon being studied than if we were to choose just one method (Gay et al., 2012, p. 481). A quantitative approach can help us determine the academic impact of learning with devices. Also of particular importance, we want to know what the overall impact would be on both the teacher and student. If the impact of learning with mobile technologies is a disruptive as the early research suggests, then we need to inform ourselves as educators how we go about systemically changing our pedagogy. Data collected using qualitative methods would help us answer this question and move us in the right direction. Quantitative According to Gay et al. (2012), experimental research is the only type of research that can test hypotheses to establish causeeffect relations (p. 250). In this particular study, we will not be able to randomly assign participants to groups to fulfill the requirements of a true experimental design because it would be unfeasible due to a number of logistical and ethical reasons. Our next best option is to implement a quasi-experimental design that includes randomly assigning a classroom to either the experimental or control group side. Two social studies 11 classes will participate in the study. One will be the control group while the other will

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receive the experimental treatment. Any classes considered to have an irregular composition, a unequal distribution of size, or an element to it that would increase validity threats (past/future) will be omitted from this study. Grade 11 students were chosen for their ability to try new things and for their general reflective nature and comfort level with technology. Each student in the experimental group will receive a mobile device. They will be given two days to become familiar with the device before the actual research will commence. Although the students will be allowed to download apps of their choosing, most apps relating to this research will be preloaded onto the device. The control group, on the other hand, will continue working with their assigned textbook. The actual unit of both the control and experimental groups will be taught by the same teacher to ensure congruency. As well, to avoid further reliability threats most of the work will take place during class time because it would be virtually impossible to control what students access outside of class. It is also worth noting that this study decided to forego the original design, which was to test the different comprehension levels of students using a paper-based textbook versus an e-textbook. The reasons for this are twofold: First, knowing the ease with which students will be able to access digital resources beyond an etextbook, it was decided that that variable could not be controlled to avoid reliability threats. Second, as the literature suggests, students are not likely to rely strictly on a single digital equivalent of a traditional textbook in the future, and instead will more likely take advantage of the greater multi-modal, multimedia capabilities that the internet has to offer. Instrumentation and Analysis. The unit chosen for this study will be on the Cold War. This was chosen for its general timeframe of completion (4-6 weeks) and for the general quality of information available online. Both the control and experimental group will be given in

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advance a list of expected learning outcomes, and assessment will be clearly articulated. One test will be given at the end of the unit to both groups. The test will be designed to answer two questions: First, is there a difference between groups in terms of content knowledge? Second, is there a difference in complexity of critical thinking and analysis among the two groups? The latter will be evaluated independently by at least two different subject teachers using a six-level rubric. Statistical methods (t-tests) will be used to determine if there is any statistical significance between the two groups. Qualitative According to Gay et al. (2012), a case study is an appropriate method for describing both the context of the study and for providing causal explanations (p. 445). Because we are interested in understanding the perceptions and general experiences of both the students and teachers from the experimental methods described above, we will follow up the quantitative study by focussing on how mobile technologies ultimately impacted their views of learning when compared to their traditional classroom setting. Given that case studies typically use a variety of methods to collect data, our methods will include a mixture of classroom observations and Likert-scale posttest surveys (Table 1). A pretest survey was considered for the experimental group but we were concerned about internal validity threats around testing. Ethical Considerations Prior to commencing research and given that some unexpected ethical issues may arise during the collection of data, we will maintain the highest levels of ethical standards to protect the staff and students. Student and parent consent forms will be collected and the privacy and rights of the students will be protected as outlined in the School Act and the local codes

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established by school district. All necessary documentation of the study will be submitted to the principal and board office for approval. At no time should the students feel coerced when participating in this research. They can freely opt out at any time and it will made clear prior to commencing the research that all participants are volunteers. If a large number of students opt out, then a different class might have to be considered. The qualitative portion of this study will place emphasis on what Flinders (1992) calls Relational ethicswhich acknowledges that the students are more than just subjects of a study, and which places a greater emphasis on the relationship between researcher and participant. This study also acknowledges the inevitable bias that may result from the qualitative portion of this study. Schedule of Activities The research is expected to take place over a 4 to 6 week period, the length of one grade 11 social studies unit. An additional 2-4 weeks will be needed to analyze and report the data. Due to the nature of the quantitative study it is important that the experimental group has significant amount of time with the mobile devices in order to measure results that are statistically significant, but not so long that we expose ourselves to an increased number of validity threats. It is also important to note this research will take place in the middle of the school year in a school that uses a linear calendar. The reason for this is twofold: First, the students need to have already established a routine with the teacher and have a working relationship with their peers. If this is done too early then we run the risk of invalidating some of our quantitative and qualitative data. Second, if done too late in the year then we run the risk of student apathy or indifference impacting the results. It is generally agreed among educators that the middle of the school year tends to be the most productive.

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Discussion Based on the literature reviewed we expect the qualitative portion of our study to produce similar outcomes, although our focus will be on secondary school students, not post-secondary students (which the literature focusses on). Because very little quantitative data has been collected around mobile technologies in the classroom our study should help identify the academic advantages (or disadvantages) of using mobile technologies. We hypothesize that there will be an overall benefit to student learning because of the assumed benefits that this technology affords (i.e. portability, ubiquitous access, collaboration via social media, multimedia). If it is indeed true that mobile technologies can improve learning over traditional methods, then our research will help further the cause for more research and understanding in this field. It is also important to note that due to the rapidly changing nature of technology, one cannot fully predict how users will choose to interact with the software on their devices because students are using it in ways that were not intended by their designers (Kukulska-Hulme, 2007, p. 4). This reflects the challenges facing educators today, especially those who are steeped in traditional methods of delivery and are faced with digitally literate students who would rather seek and learn as opposed to sit and memorize (Peters, 2007). Thus, the continual need for research in this field is more important than ever as we seek to understand the evolutionary nature of mobile technologies and learning.

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References Benton, B. K. (2012). The iPad as an instructional tool: An examination of teacher implementation experiences. University of Arkansas. ProQuest Dissertations and Theses, 150. Flinders, D. J. (1992). In search of ethical guidance: constructing a basis for dialogue. International Journal of Qualitative Studies in Education, 5(2). Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications. N.J: Pearson Education, Inc. Geist, E. (2011). The game changer: Using iPads in college teacher education classes. College Student Journal, 45(4), 758. Jodie Wakefield, & Dennie Smith. (2012). From socrates to satellites: iPad learning in an undergraduate course. Creative Education, 3(5), 643-648. Kukulska-Hulme, A. (2007). Mobile Usability in Educational Contexts: What have we learnt? The International Review Of Research In Open And Distance Learning, 8(2). Peters, K. (2007). m-Learning: Positioning educators for a mobile, connected future. The International Review Of Research In Open And Distance Learning, 8(2). Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review Of Research In Open And Distance Learning, 12(3), 139-160. Rossing, J. P., Miller, W. M., Cecil, A. K., & Stamper, S. E. (2012). iLearning: The future of higher education? student perceptions on learning with mobile tablets. Journal of the Scholarship of Teaching and Learning, 12(2), 1-26.

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Appendix A Table 1. (Likert-scale survey questions) Select how strongly you agree or disagree with the following statements. Using the devices in class helped me... Learn the course content. Mobile devices are an important addition to classroom learning. I stayed focussed on the activity longer using a mobile device. Mobile devices were more convenient than using desktops or laptop computers I preferred using the internet to access material than using my textbook. Using a device enriched my learning. I was a better problem solver when using a mobile device. I found the devices to be too distracting because of access to social media. I prefer to learn with mobile devices in this new format. Strongly Agree Agree Neutral Disagree Strongly Disagree