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How can teachers effectively incorporate mobile technologies to increase student engagement in
secondary school classrooms?

Arguments for the integration of technology in classrooms have been prevalent in the

education field for many years. Where many educators are fearful of the possible implications

of technological use in classrooms, many others advocate for its use as an important factor for

engagement and learning. Despite these differing views, the Australian and NSW government

have emphasised the importance of technology and encouraged its implementation as part of

their vision for education. This is evident in the Great Teaching Inspired Learning Blue Print

for Action document which places technology as an important aspect of young children’s

lives (NSW Government, 2013). The AITSL standards for teaching also highlight the

requirement for teachers to understand and incorporate ICT in their classrooms in effective

ways (Australian Institute for Teaching and School Leadership, 2011).

The question that this literature review seeks to answer is how teachers can effectively

incorporate mobile technologies in their classrooms. Mobile technologies refer to wireless,

hand-held, one-to-one technologies such as mobile phones and tablets. The NSW Department

of Education defines student engagement as the “extent to which students identify with and

value schooling outcomes and participate in academic and non-academic school activities”

(Centre for Education Statistics and Evaluation [CESE], 2015, p. 2). It includes the following

measurable dimensions: affective, cognitive and behavioural (CESE, 2015). The focus of the

review is on secondary school classrooms and research articles published in 2014-2018. The

literature review will discuss concerns that are generally voiced by teachers and students in

mobile learning integration, and the impact of policies and methods for integrating mobile

learning in classrooms.

The majority of the research articles reported some concerns and issues associated

with teachers integrating mobile learning in their classrooms that should be addressed
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initially. Firstly, teachers are cautious of implementing mobile learning in the classroom due

to fear of increased off-task behaviour and possible technical issues (Kay, Benzirma & Li,

2017; Lindsay, Lee & Hope, 2016). Research demonstrates that these are valid concerns.

Technical issues are generally always documented as problems even with successful

implementations of technology (Bray & Tangney, 2016; Lindsay, Lee & Hope, 2016; Soffer

& Yaron, 2017). However, Bray and Tangney (2016) do argue that planning ahead can

alleviate some of the problems and ensure the smooth function of the classroom. In terms of

off-task behaviours, Perry and Steck (2015) note the increased off-task behaviour in a high

school geometry class using iPads in comparison with a traditional classroom. Perry and

Steck (2015) mention that the introduction of the iPad as a new tool in the classroom may

have affected these results as students were not accustomed to such an environment.

However, Perry and Steck’s (2015) findings were supported by Kay, Benzirma & Li (2017)

who explored off-task behaviour in classes due to technology. They reported gaming, email,

social media and web surfing to be distractions identified by students using their mobile

technology in the classroom. Students in the study also reported engaging in off-task

behaviour on their devices mainly during independent activities and also collaborative work.

The least time they engaged in such behaviours were during teacher lecturing and peer

presentations. Kay, Benzirma & Li (2017) found the students comments surprising due to the

abundant research on the positive integration of collaborative work and mobile technologies

(Bray & Tangney, 2016; Lindsay, Lee & Hope, 2016; Soffer & Yaron, 2017). Soffer & Yaron

(2017) also uniquely identify students concerns about the lack of opportunity to engage in

more flexible and wider ranging uses of technology available to them, with teachers limiting

use to just engaging with textbooks.

Due to the prevalent concerns of teachers and students regarding mobile-technology

use in classroom and schools, especially with regards to off-task behaviour, policies have
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been put into place to address the concerns. Mupinga (2017) identifies the importance of

policy engaging all stakeholders in the process of creation and implementation. Teachers that

were in schools without clear policies on mobile technologies faced difficulty in

implementing effective technology use in their classrooms (Mupinga, 2017). The policies

described emphasised the allowance of technology in classrooms (no complete bans) whilst

also incorporating strict guidelines and consequences for misuse (Mupinga, 2017).

Interestingly, student participants in the research by Kay, Benzirma & Li (2017)

recommended the teacher have restrictions in the classroom for technology use to control off-

task behaviour. Off-task behaviour and distractions are evidently an impediment to students’

engagement in the classroom; therefore, it is integral for teachers and schools to incorporate a

clear policy on the use so that teachers are able to effectively integrate technology in their

classrooms.

A prevalent theme in the research on incorporating technology in the classroom was

the need to integrate the technology as part of a combination of pedagogical approaches

rather than as an isolated tool. One of the most popular pedagogical approaches associated

with mobile learning was the use of collaborative tasks. Collaborative tasks were heavily

associated with the positive implementation of mobile learning in classrooms to increase

student engagement. Soffer & Yaron (2017) indicated that students communication with

others was an important factor for perceived engagement and learning. Furthermore, Bray &

Tangney (2016) mentioned the importance of collaborative activities when using technology

and how both work to increase student engagement, mathematical and technological

confidence. Despite these findings amongst others, Lindsay, Lee and Hope (2016) noted that

the teachers in their study did not incorporate collaborative teaching pedagogies. However,

they importantly note that this may be due to the style of assessments in schools being

individually based. This is an important factor which may influence teachers’ perceptions of
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collaborative learning. Furthermore, as mentioned earlier, Kay, Benzirma and Li (2017)

mentioned how students engaged in off-task behaviour when using technology in group

work. However, the students mentioned, and the researchers identified that this may be due to

lack of restrictions, supervision or explicit instructions provided during the activity.

Other important factors identified the need for teachers to provide flexible and

contextual learning opportunities for students when incorporating mobile learning. Aspects of

teacher pedagogy and requirements for implementing technology included openness,

redesign, flexibility, freedom and autonomy (Lindsay, Lee & Hope, 2016). Imms and Byers

(2017) uniquely discussed the impact of classroom layout and design on the way teachers

used technology and student engagement. They reported that flexible and informal learning

areas enhanced student engagement which included students’ value of technological uses in

the classroom. They also note students’ perspectives on teacher technological use which

apparently improved in the flexible learning environment. In another study, students

perceived their engagement in technological activities in the classroom was reliant on the use

of engaging activities, teacher’s clear instructions and well-planned activities (Kay, 2017).

Activities should be contextual and challenging, allowing students a sense of autonomy (Bray

& Tangney, 2016; Wright, 2011). Ault (2018) also mentions that teachers need to be aware of

their student needs when incorporating a new tool in the classroom and ensure enough time

for students to accommodate to the new environment. This finding is supported by Perry and

Steck’s (2015) analysis of their results discussed above in relation to timing.

In conclusion, mobile technology can be an effective tool for enhancing student

engagement. Teachers need to be flexible and open to changes in pedagogical methods which

can enhance student engagement and learning through the medium of mobile technology.

This field is growing, and research is still quite limited, with the majority of mobile learning

articles related to higher-education institutions (Perry & Steck, 2015). Majority of the articles
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note their limitations in being a small sampled and isolated research with the need for further

investigation or reproduction to ensure results. Furthermore, as mentioned above, various

articles’ results conflicted with one another. Hence, there is a need to further explore this area,

which will be addressed in the research project below.

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References

Ault, M. J., & Horn, C. K. (2018). Increasing active engagement: Guidelines for using

student response systems. Journal of Special Education Technology, 33(3), pp. 207-

216. Doi: 10.1177/0162643418775745

Australian Institute for Teaching and School Leadership. (2011). Australian professional

standards for teachers. Retrieved from https://www.aitsl.edu.au/docs/default-

source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Bray, A., & Tangney, B. (2016). Enhancing student engagement through the affordances of

mobile technology: a 21st century learning perspective on realistic mathematics

education. Mathematics Education Research Journal, 28(1), pp. 173-197. Doi:

10.1007/s13394-015-0158-7.

Centre for Education Statistics and Evaluation. (2015). Student engagement and wellbeing in

NSW. Learning Curve. Available from

https://www.cese.nsw.gov.au//images/stories/PDF/LearningCurve7_TTFM_May2015.p

df

Imms, W. & Byers, T. (2017). Impact of classroom design on teacher pedagogy and student

engagement and performance in mathematics. Learning Environments Research, 20,

pp. 139-152. Doi: 10.1007/s10984-016-9210-0

Kay, R., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based

distractions in bring your own device classrooms. Journal of Educational Computing

Research, 55(7), pp. 974-995. Doi: 10.1177/0735633117690004.

Lindsay, L., Lee, K., & Hope, J. (2016). Changes to teachers’ practice when using mobile

technology with one-to-one classes. Waikato Journal of Education, 21(2), pp. 57-66.
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Retrieved from

http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?

vid=0&sid=9e9cc533-2ec2-4eca-98bf-2beea5d492ad%40sdc-v-sessmgr03

Mupinga. D. M. (2017). School-wide and classroom policies on the use of mobile

technologies: An exploratory study. The Journal of Technology Studies.

NSW Government. (2013). Great teaching, inspired learning: A blueprint for action.

Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/b3826a4c-7bcf-

4ad1-a6c9-

Perry, D. R., & Steck, A. K. (2015). Increasing student engagement, self-efficacy, and meta-

cognitive self-regulation in the high school geometry classroom: Do iPads help?

Computers in the Schools, 32, pp. 122-143. Doi: 10.1080/07380569.2015.1036650

Soffer, T., & Yaron, E. (2017). Perceived learning and students’ perceptions toward using

tablets for learning: The mediating role of perceived engagement among high school

students. Journal of Educational Computing Research, 55(7), pp. 951-973. Doi:

10.1177/0735633117689892

Wright, N. (2011). Mlearning in a New Zealand secondary school: A case study. The

International Journal of Learning, 18(1), pp. 575-586. Retrieved from

http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?

vid=0&sid=48474fcd-19f2-45ff-a11f-f4643fdb27ac%40pdc-v-sessmgr02
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Part B: Data Collection Protocol

Dear Potential Participant:

I am working on a project titled Mobile Technology for Student Engagement for the class, ‘Researching
Teaching and Learning 2,’ at Western Sydney University. As part of the project, I am collecting information
to help inform the design of a teacher research proposal.

Our project aims to shed further light on the pedagogical approaches that teachers use in their
classrooms that contribute to student engagement. A variety of approaches have been identified
including mobile technology, game-based learning, collaborative learning, teacher attitudes and positive
student-teacher relationships. Our aim is to observe and shed light on students and teacher experiences
throughout lessons which incorporate the above pedagogies. In order to do this, we will be seeking
consent from students and teachers to allow for the observation of their lessons, interviews and surveys
which will be de-identified.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to observations being taken of the classrooms/ to be interviewed/ surveyed (circle) with
notes being de-identified and gathered as data.
 I understand that my involvement is confidential and that the information gained during this data
collection experience will only be reported within the confines of the ‘Researching Teaching and
Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________
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Observations Protocol

The project will utilise field notes for observation of class lessons which have integrated mobile
learning. The field notes serve to identify student engagement patterns in the classroom throughout
the lesson implementation and whilst using mobile technology. The following field notes structure
has been adapted from the sample by Richards & Farrell (2011, p. 95).

Lesson:
Lesson Overview/Objectives:

Mobile Technology used: Date:

8:30 What to look for:

8:35 Student Behaviours:

- Devices: on-task (ON)
8:40
& off-task (OFF)
- Participation
8:45
(Questions (Q) /

8:55 Answers (A))

9:00 Activities:
- Group Work (GW)
9:05 - Individual (IL)
- Lecture (LE)
9:10

Teacher Actions:
9:15
- Supervision
- Instructions
9:20

9:25 Lessons incorporating

mobile learning with
9:30 different groups of
students will be
observed more than
once.

Data Collection Protocol Explanation

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The aim of the research is to identify how teacher incorporation of mobile technology in

classrooms can impact on student engagement in the classroom. Observation was selected for

data collection due to the nature of the research being taken. The Centre for Education

Statistics and Evaluation (2015) identifies the most popular measures of student engagement,

and observations was mentioned as one of the core methods. Student engagement will be

measured by observing on-task and off-task behaviour on the mobile devices, as well as their

active participation in classroom activities (asking questions/answering). These are two main

aspects which Ault (2018) also uses as measures for students’ engagement in the classroom.

The literature review has identified the interrelated aspects of mobile technology which

impact on student engagement. Hence, it was important to utilise a method for data collection

that can shed light on the interrelationship between the complex interactions occurring in the

classroom, this includes the students’ participation, the teachers’ actions and the activity style.

Teacher actions, particularly supervision and method of instruction were high indicators of

student engagement, and activity styles were similarly highly significant (impact of

collaborative learning). Hence, field notes were selected to ensure the researcher obtains the

largest amount of information on the various aspects occurring in the classroom and their

interrelationship, as they provide a summary of the key events in the classroom (Richards &

Farrell, 2011).

Although it seems as though the field notes are used to focus on multiple aspects that may be

too many - according to Richards and Farrell, (2011) who only suggest a maximum of two

items – activity style is not a major observation area. The focus will be on student and teacher

actions in the classroom. Activity style is used only to identify what type of activity students

were engaged in at the time of observation. As previously mentioned, this is important due to

its links with literature on student engagement. Furthermore, a number of observations will

be taken (3 lessons minimum) in order to ensure results are consistent and reliable. A variety
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of observations may also allow a deeper understanding of results, as more experiences can

inform the analysis.

The participants in the observations will be secondary school students and their teachers.

Classes will be selected to specifically incorporate mobile learning. This is in order to achieve

the research objectives explained above. Secondary school students have been selected as this

project forms the focus of a larger project that aims to discover the pedagogical approaches

which affect student engagement in secondary classrooms. Furthermore, the lack of research

in this area for this particular group has been recorded as an issue in the literature review.

Students and teachers will be asked for consent to participate and they will be de-identified in

all notes/ analysis. Consent will be obtained from the class by explaining the project and the

data collection process to the students and teacher. Consent forms will also be handed in for

signing by students and teachers.

References
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Ault, M. J., & Horn, C. K. (2018). Increasing active engagement: Guidelines for using

student response systems. Journal of Special Education Technology, 33(3), pp. 207-

216. Doi: 10.1177/0162643418775745

Centre for Education Statistics and Evaluation. (2015). Student engagement and wellbeing in

NSW. Learning Curve. Available from

https://www.cese.nsw.gov.au//images/stories/PDF/LearningCurve7_TTFM_May2015.p

df

Richards, J. C., & Farrell, S. C. (2011). Practice teaching: A reflective approach. Cambridge,

UK: Cambridge University Press