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Research Title: A Case Study of Faculty Experiences and Perspectives on Mobile Technology
Use in Teaching at Northern Illinois University
This paper was the final project of the course ETR525 which I took in fall 2016. ETR525
and approaches and teach students how to collect and analysis qualitative data. In this course, I
have had the chance to practice a different method of qualitative research data collection. This
course helped me to understand central theories and concepts of qualitative research. Also, I
The artifact shown above was the final project for ETR 525. I conducted a qualitative research
entitled A Case Study of Faculty Experiences and Perspectives on Mobile Technology Use in
Teaching at Northern Illinois University. The purpose of this qualitative study was to explore the
perspectives and experiences of faculty members experience and use of mobile technologies in
teaching at Northern Illinois University. Theoretically, the design of this research study was guided
Rogers model (2003) diffusion of innovation. This research was guided by three research
questions:
What are the university instructors views towards the advantage and disadvantage of using
What are the factors that promote or limit the use of Mobile technologies in teaching?
In this research, the method used to collect the data was in-depth semi-structured interviews
with four faculties at educational college at Northern Illinois University. This qualitative study
used 13 questions to gather the data. The interview questions were divided into three categories to
explore types of Mobile technologies used, the extent to which Mobile technologies are used, and
the benefits and challenges of using Mobile technologies from faculties perspectives.
Briefly, the finding of this study indicated that participants showed a positive attitude toward
the use of mobile technology in their teaching because of its advantages. Regarding the facultys
views of mobile technologys disadvantages, participants stated that the use of mobile technologies
in the classroom would motivate students and instructors to spend much time on social networks,
reading newspapers, and play games rather than use these technologies for teaching or learning.
Regarding the nature of participants use of mobile technologies, participants reported that they
use mobile technologies for three educational purposes: teaching activities, administration
appropriate methodologies.
By conducting the research study above, this objective is met. ETR525 helped me to design
and conducted an educational phenomenon which is the faculty members experiences and
perspectives on Mobile technology use in teaching at Northern Illinois University. Based on the
nature of the study, qualitative methodology was used to conduct this study.
Objective 3: distinguish between ethical and unethical behavior when conducting educational
research or evaluation
This objective is met because the design and the conduct of the above study required careful
attention to ethical issues. The related ethical issues to this research study include explaining the
purpose, confidentiality, informed consent, and data access and ownership. For this study, I
provided the participants with an explanatory statement that states the purpose of the research, the
possible benefit, and the time required of the participants, as well as addressing expected
inconvenience/discomfort concerns. Also, I provided the participants with a consent form that
makes it clear participation in this study is voluntary and that participants are under no obligation
to be involved with the effort. To preserve confidentiality in this research study, none of the names
This objective is met because taking the course ETR525 motivated me to engage in research in
diverse settings. During the research design, I had the chance to interact with participants at