Defense Date

6-2-2016

Availability

Worldwide Access

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Misook Heo

Committee Member

Gibbs Kanyongo

Committee Member

Robert Furman

Keywords

mobile device, student engagement

Abstract

The purpose of the study was to explore student engagement and its relationship to mobile device ownership and the role of technology in learning. The primary purpose was to examine if there are overall differences in student engagement between students who use school issued mobile devices and student owned mobile devices for student learning. The study further investigated whether there are group differences in the multidimensional constructs of student engagement based upon device ownership groups. Student engagement was identified as having cognitive, social and emotional dimensions. The secondary purpose of the study was to examine if there are differences in the role of technology between students who use school issued mobile devices and student owned mobile devices for student learning. The study further investigated whether there are group differences in constructs of the role of technology in student learning base upon device ownership groups. The roles of technology identified and used for the purpose of this study were the contribution of technology use in student learning, the frequency of technology use in student learning and student perception of institutional support of technology in student learning. A one-way MANOVA was conducted to examine the differences in student engagement based upon mobile device ownership. Independent ANCOVAs were conducted to examine the differences in the cognitive, emotional and social constructs of student engagement based upon mobile device ownership. A one-way MANOVA was conducted to examine the differences in the role of technology based upon mobile device ownership. Independent ANCOVAs were conducted to examine the differences in the contribution, frequency, and perception of institutional support of the use of technology in student learning. The study findings did provide evidence to suggest a difference in overall student engagement based upon mobile device ownership. The study findings, however, did not find evidence to suggest a difference in the role of technology based upon mobile device ownership or any of the individual constructs for student engagement or the role of technology. The overall findings indicate that the use of personal devices support student engagement and that the use of devices by students to support their learning is primarily the same whether it is a personal device or school issued device. Limitations of the study exist due to the single environment in which it was conducted and the previous experience of students and teachers in a one to one program.

Educators, students and parents can benefit from this research when evaluating effective methods for the use of personal mobile devices and creating highly effective and engaging learning environments for students. Additional research in this area is recommended to determine the impact of the use of personal mobile devices with different student populations and learning environments.

Format

PDF

Language

English

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