Several researchers maintained that the use of personal mobile devices changes the classroom environment and helps students to improve in academic areas such as English, reading, mathematics and science (Bebell & Kay, 2010; Pegrum, Oakley, & Faulkner, 2013; Walling, 2012). For instance, Qualcomm (2013) examined the impact of Smartphone use on student achievement in a North Carolina school district. Song (2014) found that in one year, students’ standardized test scores were 20 % higher than students in the same school and 30 to 40 % higher than students in the district and state who did not have use of smart phones.
There is evidence in the literature of the widespread use of personal mobile devices by youth from elementary school to high school. Project Tomorrow (2013) reported that 21 % of upper elementary school students have personal smart phones and a quarter of middle school students have a personal tablet. According to Project Tomorrow, more than half of high school students access the Internet outside of school via 3G/4G mobile devices. Similarly, a survey conducted by the Duggan and Brenner (2013), 78 % of teens have cell phones. Additional results from the survey indicated that almost half of the teens’ cell phones are smart phones. The report further stated that 23 % of teens have a tablet computer.
A report by Project Tomorrow (2014) maintained that students use their mobile devices in various ways to support their learning and complete schoolwork. They use videos to find help with their schoolwork; mobile applications to keep them organized; and Facebook, IChat, or Skype to work with their peers on collaboration projects (Project Tomorrow, 2014). The Project Tomorrow report also suggested that teenagers who come from lower socioeconomic groups use their cell phone as a primary point of access to the Internet.
In a manner similar to Song (2014), Kiger (2012), conducted a study to determine the effect of mobile devices on third grade mathematics achievement. The researcher described how the group of third grade students who used mobile learning devices performed better on a mathematics post-test than third grade students who did not use the mobile learning devices. Bebell and Kay (2010) also reported greater achievement in math and/or English Language Arts test scores when students were provided a laptop.
As schools move forward into the 21st Century the issue that schools face are the implementation and integration challenges schools encounter. School administrators, teachers, parents and political leaders have placed an emphasis on technology implementation and integration in today’s schools (Project Tomorrow, 2013, 2014). In the United States, federal, state and local funds have been set aside to address the need for technology progress in schools (Ackerman & Krupp, 2012). As a result of the additionally funding some school districts have purchased more technology equipment such as laptops or IPads to implement various types of 1:1 Technology Programs where each student is given a personal computer to use. However, some school districts technology monies have been decreased which has led schools to allow students to bring to school their personal technology devices, such as cell phones, smart phones, Kindles and laptops to use while in school. These programs are often referred to as Bring Your Own Device or Technology.
Despite, the increase of the number of computers, mobile devices increased internet connection, other technology resources and additional funding, technology implementation and integration continues to be a problem for some schools (Adams, 2012). Current research cite the following problems facing technology implementation and integration: lack of technology leadership; lack of technology planning and vision; lack of supporting policies addressing effective technology implementation and integration; lack of continuous professional development addressing technology implementation and integration for principals and teachers; lack of local funding and lack of effective technology evaluation procedures (Ackerman & Krupp, 2012; Adams, 2012; Madden, Lenhart, Duggan, Cortesi, & Gasser, 2013; Project Tomorrow, 2013). In an effort for students to reap the maximum benefits of the use technology of in school, schools must be committed to effective technology implementation and integration. According to Jie and Susan (2006), “Unfortunately, increased availability of technology in schools does not necessarily lead to improvement in classroom teaching practices” (p.137).
There is a plethora of studies that would confirm the positive relationship between technology integration and student performance in mathematics. The challenge is for schools to make sound educational policies to bring this relationship into actual realization inside the classroom.
References
Ackerman, A., & Krupp, M. (2012, October). Five components to consider forBYOT/BYOD. IADISInternational Conference on Cognition and Exploratory Learning in Digital Age. Retrieved from http://files.eric.ed.gov/fulltext/ED542652.pdf
Adams, H. (2012, May-June). Bring Your Own Device (BYOD) and Equitable Access to Technology. School Library Monthly. 28(8), 25-26.
Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative
Duggan, M., & Brenner, J. (2013). The demographics of social media users–2012. Pew Research Center’s Internet & American Life Project.Pew Internet & American Life Project.
Jie, H., & Susan, R. (2006). The digital divide and academic achievement, Electronic Library, 24(2), 160-173
Kiger, D. H. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal of Research on Technology in Education, 45(1), 61-82.
Learning and Assessment. 9(2), 1-60.
Madden, M., Lenhart,A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and technology 2013. Pew Internet & American Life Project.Retrieved fromhttp://www.pewinternet.org/2013/03/13/teens-and-technology-2013/
Pegrum, M., Oakley, G. & Faulkner (2013). Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. Australasian Journal of Educational Technology. 29(1), 66-81.
Project Tomorrow Blackboard K-12. (2013). Learning in the 21st Century: Digital experiences and expectations of tomorrow’s teachers. Retrieved from http://www.metrostatecue.org/files/mscd/Documents/Summit%202013/Learning%20in%20the%2021st%20Century_Blackboard%20K-12.pdf
Project Tomorrow Blackboard. (2014). Trends in digital learning: Students’ view on innovatative class. Speak Up. Retrieved from http://bbbb.blackboard.com/PTdigitallearningreport2014
results from Berkshire-wireless learning initiative. The Journal of Technology,
Song, Y. (2014). “Bring Your Own Device (BYOD). For seamless science inquiry in a primary school. Computers & Education. 74(2014), 50-60.
Walling, D. (2012, August). The tech-savvy triangle. TechTrends, 56(4), 42-45. Retrieved from http://link.springer.com/article/10.1007%2Fs11528-012-0586-0#page-1
By: Rusell Alden R. Mangalindan
