Pedagogical innovation through mobile learning implementation

Abstract

Past studies have shown that mobile learning can enhance learning performance and that the extended and emergent use of technology was a critical factor towards the realization of the potential benefits of the technology. However, studies have also shown that most teachers were still at the initial adoption stage of mobile learning technologies and did not use mobile learning technologies on a routine basis. If mobile learning has been proven to contribute to learning performance, then more must be known about the opportunities and potential barriers that would motivate or hinder teachers to go beyond the perfunctory adoption of mobile learning. Therefore, this basic qualitative study sought to explore teachers' experiences with using mobile learning systems, as their experiences might provide cues on their level of involvements in the usage of mobile learning systems. The study also explored why and how teachers incorporate different levels of mobile learning adoption, i.e., symbolic adoption, extended adoption, and emergent adoption of mobile learning. Using the Technological pedagogical content knowledge (TPACK) theoretical framework, this study sought to answer the following central research question: How do teachers at universities in Hong Kong incorporate mobile learning technologies into their classroom? Findings of this study have identified five themes, including a) Teachers' Perception of Mobile Learning, b) Motivators of Mobile Learning Adoption, Mobile Learning Usage Behavior, Challenges of Adopting Mobile Learning, and Advantage of Adopting Mobile Learning. In addition, this study also identified the factors which will affect teachers' emergent use of mobile learning. Implications for practice and areas for future research are discussed.