Vous êtes sur la page 1sur 4

Research and Development Center


Research/Project Title: Teaching and Learning with M-Learning In
Secondary Education In University of Perpetual Help System Dalta -

Project Duration : December 2018 to March 2019

Name: Ragasa, Ryan
Cell phone number: 09213526911
Email address: Mrbruhhh053@gmail.com
Name: Prado, Daryl
Cell phone number: 0918295848
Email address:darylprado8@gmail.com
Name: Patricio, John Patrick
Cell phone number: 09776243481
Email Address: marthyangelolavilla@gmail.com
Name: Sapungan, Jerome
Cell phone number: 09564567077
Email Adress: JeromieSapungan@gmail.com
This study contributes to the existing literature in several
First, The goal of this study was to unravel the perceptions of
important stakeholders on the use of tablets devices in
secondary education. While investigating perception is
necessary to analyze the use of technology innovation in
education, specific research that goes further than relatively
short-time research, including the influence of the novelty effect
when introducing tablet devices, is lacking. Besides the need of
investigating teacher perception. The perspective of secondary
school learner remains under-research. More research is
needed to unpack the potential of these devices, more
specifically research that goes further than the sales hype.
Thus, examining the perception of both teacher and students
after a considerable time of insensitive tablet use is desirable.
In order to elaborate existing research, an explorative focus
group study was conducted in the first iPad-school in Flanders
where the tablet is used in daily teaching and learning

UPHMO-RDC-ADM-3247/rev0 Research Proposal Format

Research and Development Center

*Identify evidence of relationship between M-Learning and teaching
activities and the expected outputs, outcomes and impacts.
*Show the relationships that exist between the M-Learning and
teaching activities and the outputs, outcomes and impacts for
different beneficiaries (learner, parents, teacher, and the school.
*Identify which outcomes are immediate, medium-term and long-
The outputs that we expected to achieve our research is to identify the
impact of tablet devices in every students in secondary education and
also the advantages of how will be effected on students.
This study generally aim to determine the impact of tablet in devices
in secondary education, thus it will be beneficial to the following:
Students- It can help them a lot by using the technology in their
school and it has a lot of advantages by using technology.
Teacher- The secondary teacher are the one who can also help the
grade school students in terms of the using the tablet devices and the
result of the secondary students in their academic performance. This
study can help the teacher also to give better performance in their
The Scottish Government has ambitions to raise educational
attainment for all learners, and to narrow the gaps in attainment
between the most and least disadvantaged children in Scotland.
Tackling youth unemployment is also a priority of the Scottish
Government. It has set a target to reduce the proportion of young
people who are not in education, employment or training by 40% by
2020, and Curriculum for Excellence aims to support all children and
young people to develop essential skills they will need to live and
work in the twenty first century. To help pursue its ambitions, the
Scottish Government has developed initiatives to support and
encourage the use of digital technology in schools, with the vision
that Scotland’s educators, learners and parents take full advantage of
the opportunities offered by digital technology in order to raise
attainment, ambition and opportunities for all. One of the main
elements of this work to date has been the delivery of Glow, an
online learning environment that provides access to a variety of
digital tools and resources, funded by the Scottish Government and
made available to all schools across Scotland. Education Scotland
recently published a report on the digital technology area of
Curriculum for Excellence, which found that ICT is used as an
enhancement to learning but is on the fringes of the main purpose of
tasks or lessons. In some of the 40 case study schools which provided
the findings for the report, inspectors found that ICT can have a much
more significant influence on learning which motivates learners and
encourages career ambitions using technologies but the extent of
change in the use of technologies in schools to be given an absolutely
central role in the learning process – no longer an enhancement or

UPHMO-RDC-ADM-3247/rev0 Research Proposal Format

Research and Development Center

‘bolt on’, but a foundation and a primary consideration for any

planned learning.
System Theory: We generally use a theory of change or logic model
to provide such a framework because it clarifies the relationships we
are looking for evidence of between the learning and teaching
activities and the expected outputs, outcomes and impacts, Shows the
linkages we might expect to find evidence of between the activities
and the outputs, outcomes and impacts for different beneficiaries of
the digital learning and teaching (learners, parents, teachers, the
school), Separates the outcomes which might be considered to be
immediate, medium-term and longer term.
Research Site. University of Perpetual System DALTA Help
Respondents of the Study. High School Students of University of
Perpetual Help Molino.
Research Design. The design of the research is Grounded Theory
Data Collection. To gather data that we need, we will use availability
sampling to interview our respondents.
Major Activities.
1 2 3 4 5 6 7 8 9 10 11 12
2. Research
3. Data
4. Data Analysis
5. Paper writing
6. Paper

The authors have no support or funding to report

1. 1.Kozma RB. National Policies that Connect ICT-Based
Education Reform to Economic and Social
Development. Human Technology: An Interdisciplinary
Journal on Humans in ICT Environments. 2005; 1(2),

o View Article
 Google Scholar
2. 2.Hill JR, Hannafin MJ. Teaching and learning in digital
environments: The resurgence of Resource-based
learning. Educational Technology Research and
Development. 2001; 49(3):37–52.

 View Article
 Google Scholar

UPHMO-RDC-ADM-3247/rev0 Research Proposal Format

Research and Development Center

3. 3.Figueiredo AD, Afonso AP. Context and learning: A

philosophical approach. In Figueiredo AD, Afonso AP,
editors. Managing learning in virtual settings: The role of
context. Hershey, PA: Idea Group; 2005. pp. 1–22.

4. 4.Pelgrum W. Obstacles to the integration of ICT in

education: results from a worldwide educational
assessment. Computers & Education. 2001; 37(2): 163–

 View Article
 Google Scholar
5. 5.Melhuish K, Falloon G. Looking to the future: M-
learning with the iPad. Computers in New Zealand
Schools: Learning, Leading, Technology. 2010; 22(3),

 View Article
 Google Scholar
6. 6.Falloon G. Young students using iPads: App design
and content influences on their learning pathways.
Computers & Education. 2013; 68, 505–21.

 View Article
 Google Scholar
7. 7.Clark W, Luckin R. What the research says. iPads in
the classroom. London: Institute of Education University
of London; 2013.

8. 8.Hattie J. Visible learning: A synthesis of over 800

meta-analyses relating to achievement. NY: Routledge;

9. 9.Linn MC. Learning and instruction in science

education: Taking advantage of technology. In Tobin D.,
& Frazer B., editors. International handbook of science
education. Dordrecht, The Netherlands: Kluwer; 1998.

10.Sandholtz JH, Ringstaff C, Dwyer DC. Teaching with technology:

Creating student-centered classrooms. New York: Teachers College Press;


Teacher’s name and signature
Date: ___________________

UPHMO-RDC-ADM-3247/rev0 Research Proposal Format