Instructional Concepts Research Articles

EMPG - a New Concept for Digital Medical Device Instruction

Errors in the use of medical devices are common and pose a threat to patient safety. The field of anaesthesiology is particularly affected by this issue, as many of the medical devices used in this field are directly responsible for the monitoring and maintenance of a patient's vital functions during anaesthesia. To minimize application errors, instruction in the use of medical devices has been legally required since 1985. Inadequate instructions can put the patient as well as the user at risk. Training courses that provide users with information on the safe use of medical devices significantly improve patient safety. The traditional instruction concept has limitations in its ability to adequately train employees on the use of medical devices. The digital device instruction project presented in this article aims to address this issue by providing medical device instructions at any time, thus increasing the safety of the operation of medical devices.

Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course

The retention of fundamental mathematical skills is imperative to provide a foundation on which new skills are developed. Educators often lament about student retention. Cognitive scientists and educators have explored teaching methods that produce learning which endures over time. We wanted to know if using spaced recall quizzes would prevent our students from forgetting fundamental mathematical concepts at a post high school preparatory school where students attend for 1 year preparing to enter the United States Military Academy (USMA). This approach was implemented in a Precalculus course to determine if it would improve students’ long-term retention. Our goal was to identify an effective classroom strategy that led to student recall of fundamental mathematical concepts through the end of the academic year. The concepts that were considered for long-term retention were 12 concepts identified by USMA’s mathematics department as being fundamental for entering students. These concepts are taught during quarter one of the Precalculus with Introduction to Calculus course at the United States Military Academy Preparatory School. It is expected that students will remember the concepts when they take the post-test 6 months later. Our research shows that spaced recall in the form of quizzing had a statistically significant impact on reducing the forgetting of the fundamental concepts while not adversely effecting performance on current instructional concepts. Additionally, these results persisted across multiple sections of the course taught at different times of the day by six instructors with varying teaching styles and years of teaching experience.

Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development

ABSTRACT Objectives Although a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality instruction. Methods Through a design-based research approach, we created classroom-based learning experiences for six elementary school principals to develop their vision of high-quality mathematics instruction in the context of a research-practice partnership. Transcripts from the learning experiences and follow-up interviews were analysed qualitatively. Results Findings illustrate nuances in participating principals’ conceptions of mathematics instruction and how their role shaped their vision. Principals attended to the importance of the teacher in actively shaping learning experiences, but were less consistent in describing other dimensions of high-quality instruction such as mathematics tasks. Findings suggest that principals’ conceptions aligned with features of high-quality instruction to the extent they were discussed or elevated during the professional learning experience. Conclusions Our analysis highlights the importance of considering principals’ unique perspectives in professional development around high-quality mathematics instruction and has implications for future practice-embedded principal learning opportunities.

FOREIGN LANGUAGE LEARNERS’ PERCEPTIONS OF THEIR ONLINE ROLES IN EMERGENCY REMOTE TEACHING

Nearly all facets of life, including language instruction, have been impacted by the COVID-19 epidemic and the devastating earthquake in February 2023. Consequently, remote education, also known as e-learning or virtual learning, has taken over as the standard offering in numerous contexts. In this regard, remote teaching practices have been preferred in many higher education institutions. However, gaining a comprehensive understanding of the evolving educational practices during this period requires an awareness of how pupils respond to this change. In the course of the emergency remote teaching, language learners' conceptions of instruction and learning were examined using a metaphor analysis approach. For this purpose, a semi-structured form utilizing the Turkish university students' metaphorical concepts regarding their roles in online learning, along with an open-ended questionnaire where participants shared their background information, was employed. Data collected from 56 foreign language learners from different departments at a state university in Turkey was analysed using elicited metaphor analysis. The results showed that foreign language learners used a variety of metaphors, which were categorized as passive recipient, independent learner, flexible person, ineffective consumer, lazy individual, and lost guide, suggesting both favourable and unfavourable dispositions toward emergency remote teaching. In light of the research results, several recommendations and implications were provided.

Effects of eLearning Formats on Student Teachers’ Knowledge and Attitude Towards Evidence-Based Instruction

University teacher education aims at developing sustained knowledge and positive attitudes towards evidence-based instructional concepts. This experimental study examined (a) if two e-learning formats help develop sustained knowledge and positive attitudes towards evidence-based reading instruction, (b) if self-regulative principles can boost these effects, and (c) if effects are moderated by learner characteristics (namely prior knowledge, self-efficacy, learning preferences). N = 100 student teachers participated in one of two different e-learning formats on evidence-based reading instruction. While one group attended an e-learning course with self-regulative elements (adaptivity and feedback), the other group watched an e-lecture without these self-regulative elements. In both groups, participants showed positive attitudes and mastery of declarative knowledge, as the majority reached a minimum of 80% in criterion-oriented tests. However, participants’ procedural knowledge was less pronounced. A MANOVA showed no significant group differences between the e-learning course with self-regulative elements and the e-lecture without self-regulative elements with regard to knowledge and attitude acquisition. Path analyses displayed that individual learner characteristics (prior knowledge, self-efficacy, learning preferences) had an impact on attitudes, but not on knowledge acquisition. Implications for university education are discussed in the context of combining e-learning formats with face-to-face courses to also achieve mastery of procedural knowledge and to strengthen the effect of self-regulative elements.

Exploring School Personnel’s Conceptions on Managing Instruction and Services for High School Aeta Students

The exploratory study featured four high schools and their personnel's conceptions of better instruction and school services for Aeta students. The researcher used open-ended questions to interview 42 public school personnel. Sharing their strengths, weaknesses, and experiences related to inclusiveness towards the Indigenous students, the teachers, administrators, and support service personnel hinted at their training needs revolving around competencies in producing investigative articles on the educational needs of the Aetas, collaborating with co-workers in synergistically servicing the indigenous, greater awareness of ethical protocol in engaging with the Indigenous in service provision contexts, reflecting more intensively on personal efficacy in teaching non-mainstream students, re-tooling given cultural competence, knowing more of the culture and values of the Aetas, and championing more pro-actively the needs of the Indigenous, particularly in the educational and livelihood spheres of their life. Thematic analysis and interpretation brought to the fore the personnel's strong support for a curriculum that is specifically designed for the Aetas, support systems strengthened to empower the personnel further inclusiveness-wise, differentiated instruction facilitated with animation of Indigenous knowledge and learner centeredness, inclusiveness training for the personnel, and inclusive community events, and counseling specifically for Aetas.

An Instructional Model for Physical Education in the Next Era for Secondary School

Background and Aim: Over the past three years of the COVID-19 pandemic, both the external sports environment for youth physical exercise and the national education policy landscape have undergone significant changes. In light of these developments and to align with physical education instruction in the next era, ensuring high-quality physical education, and promoting the physical fitness of young individuals, this study aims to construct a physical education instructional model “CISSO” (collaborate, input, school, student, output) to better regulate and optimize the process of physical education learning management and improving the quality of learning management. Methods: This study was future research conducted with phase 1 exploring the problem by reviewing literature and 5 experts through Semi-structured interviews, the PESTEL model, and the SIPOC model to analyze influencing factors, to drat physical education instructional concept model; phase 2 by questionnaires and modified Delphi to construct physical education instructional model “CISSO”; phase 3 connoisseurship to determine and evaluate the rationality of the CISSO model. Results: The CISSO Model contains factors of Collaborate, Input, School, Student, and Output such as: (1) Collaborate: a collaborative educational approach guided by the government, led by schools, and supported by social organizations and families. (2) Input: The key to governing school physical education management is to take more measures to increase comprehensive "Input" in school physical education learning. (3) School: The CISSO model places a significant emphasis on aligning with the Curriculum Standards (2022 Edition), and revolves around key components such as "learning, practicing, competing, and evaluation," resulting in a new and cohesive state of physical education. (4) Student: accentuates the subjectivity of students, with a pronounced focus on fostering their psychological development through sports education, thereby progressively instilling positive exercise routines. (5) Output: It holds the promise of driving improvements in students' physical abilities and fostering a greater sense of contentment among parents with the school's physical education initiatives. Conclusion: By implementing the CISSO model, educators and policymakers can gain a deeper understanding of the intricacies involved in managing physical education during the next era of education. The findings from this study will aid in making informed and wise decisions, enabling the formulation of effective strategies to optimize the learning experience of students in this dynamic educational landscape.

Concept Map Instructional Techniques in the Deciding Stage - Project Based Learning on Students' Argumentation Skills

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage – project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding – project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations

A Comparative Study of the Effectiveness of Visualization Learning Package and Conventional Method for Learning Botany

The development of visualisation technology has opened new channels for putting educational and instructional concepts into practice. It effectively conveys knowledge and gives students the chance to organise and study exercises at their own pace. Visualization products combine text, images, sounds, educational, and amusing creations. It employs a variety of communication methods, including written text, recorded data, numeric data, drawings, photos, voice recordings, and videos. The present paper evaluates the comparative effectiveness of the visualization learning packages and conventional method for learning botany to XI class students. 50 Botany students of XI class of one Government school of Salem district were the subjects of the study. The data collection tools were the Visualization learning package and Botany Achievement Test. The Topic “Photosynthesis” was taught to the botany students of the control group through the conventional method of teaching and experimental group through a visualization learning package. The results of the t-test analysis of the pre-test and post-test mean achievement test scores revealed that there was a statistically significant difference between the achievement level of botany students of the control group and the experimental group. The findings of the study suggest that the Visualization learning package could be considered a better alternative to the conventional method for teaching botany.

The Perceptions of Faculty Members and EFL Learners to Proficient Instructors: A Philosophical Approach

Adopting a philosophical approach to the concepts of knowledge and instruction, this study aimed to explore the perceptions of faculty members and EFL learners towards the efficiency of EFL instructors at the University level of Sudan University of Science and Technology, College of Languages. Two tools were used to collect data. A direct interview was administered to both learners and faculty members of the English Department at the College of Languages in which faculties and learners were asked about their perceptions of the good EFL instructor. A 30-point questionnaire was distributed to both learners and instructors. The instructors and learners were requested to assess the points from the items of opinion including the valuable instructor merits. The findings revealed that the concepts of instruction varied immensely over the past two decades. Also, the results showed that the EFL learners and the teachers are different regarding the arrangement and exhibition of learning resources. The instructors prepared the tutorial plans in a way that grabs learners' attention and that satisfies the learners' needs to achieve gauges in a useful EFL tutor. To sum up, it might be said that skilled Sudanese EFL instructors are in high demand since they can motivate and push their students to reach their best potential to maximize their language learning prospects.

Modern instruction in medicine: An overview

Background: Many physicians and other healthcare professionals have jobs at medical colleges and universities, and their job description include instruction and lecturing. In addition, many board-certified physicians are working in university and teaching hospitals have the responsibility of teaching physicians in their residency training. Therefore, not only medical instructors working at medical schools and colleges need to learn about and practice instruction methods. Therefore, there has been an increasing need for physicians to learn about modern instruction methods. The aim of this paper is to provide an overview of modern instruction in medicine. Materials and methods: The relevant scientific literatures were reviewed with the aim of providing an overview of modern instruction in medicine. Results: Modern instruction in medicine has become increasingly aiming at facilitating learning and acquiring skills rather than purely giving knowledge. The principles and concepts of modern instruction have been increasingly used by professional institutions during instruction, which is considered by these institutions as “Class training”. The design and organization of modern instruction have been increasingly improved with use of Bloom’s Taxonomy to write learning objectives and to design questions for the exams and assignments. Adopting the ideas of VAK/VARK learner’s preferences model and using a variety of instruction methods have also contributed to a more effective instruction. Malcolm’s concepts and principles of adult learning (Andragogy) have contributed to advancing modern instruction in medicine. Understanding the major learning theories (Behaviorism, constructivism and cognitivism) enabled the instructors in medicine to develop multiple perspectives into instruction as these theories served as multiple windows in a house that enables looking into the same room and getting different viewpoints from each window. The use of Donald Kirkpatrick’s methods to evaluate instruction has contributed to improving modern instruction through its methodological evaluation. In addition, many other ideas and theories have also contributed to the evolution and advancement of instruction in medicine including Skinner’s behaviorist model of learning (The operant conditioning), the ideas of John Dewey relevant instruction, constructivist learning theory, Jean Piaget’s cognitive theory, the practical applications of Jean Piaget ideas relevant to instruction, Lev Vygotsky ideas’ practical application ideas relevant to instruction including the zone of proximal development, and the concept of instructional scaffolding suggested by Jerome Seymour Brunerm. Conclusion: The most important concepts and theories that have contributed to the evolution and development of modern instruction in medicine include Bloom’s Taxonomy, VAK/VARK learner’s preferences model, Malcolm’s concepts and principles of adult learning (Andragogy), the major learning theories (Behaviorism, constructivism and cognitivism), and Donald Kirkpatrick’s methods of evaluation.

Using Stereoscopic Virtual Presentation for Clinical Anatomy Instruction and Procedural Training in Medical Education.

This chapter begins by exploring the current landscape of virtual and augmented reality technologies in a post-pandemic world and asserting the importance of virtual technologies that improve students' learning outcomes while also reducing costs. Next, the chapter describes clinical anatomy instruction concepts in medical education, including applied anatomy content knowledge, pedagogical anatomy content knowledge, and virtual stereoscopic visualization studies that exemplify these concept areas, respectively. The chapter then explores the concept of procedural training with a specific emphasis on virtual stereoscopic anatomy visualization studies that exemplify or have implications for procedural training in medical education. Subsequently, the chapter discusses the benefits and challenges as well as the potential future positive and negative implications of virtual stereoscopic visualizations in medical education before finally concluding with some pensive considerations for the present and future of anatomy education and training using virtual technologies.

The English Language Limits Me! Connecting Third Space to Curriculum Transformation in a South African University, Expanding Epistemological Landscapes?

Many studies were conducted on conventional colonial heritage; however, less attention examines the developing concept of curriculum decolonisation in South African universities. This paper advocates for a hybrid literacy between traditional conceptions of academic literacy and instruction for students’ sociohistorical lives, affluent and less affluent. I discuss and illustrate the hegemony of English in high-learning institutions and the post-apartheid mainstream education system. Alongside my previous work in the language field, I interrogate the impasse of language policy in high education and South African schools. This paper is an ethnographic study congruent with the interpretivism paradigm, employing the semi-structured interview for data collection. The third space supports it as a theoretical framework. It affords the provision and guidance for classroom instruction and autonomous learning modes balance, where developing new knowledge is heightened, allowing students’ voices. It is a response to the 2015-2016 student protests on South African university campuses, where several were perplexed on how to respond to the demands of the students to end violent protests against western disciplinary norms that devalue non-centre practices and themes. Biliteracy and translingualism are empathised as the concepts against ownership of language and culture, and its territorialisation, challenging the traditional contrast of ‘native’ and ‘non-native’ speakers and its connection to a particular nation-state.

Library Instruction for Graduate Nursing Students: A Scoping Review

Objective – The number of graduate nursing programs in the U.S. has increased significantly in recent years. This scoping review seeks to examine the range of literature discussing librarian instruction for graduate nursing students to identity the types of studies being published, the characteristics of instructional sessions, knowledge gaps which may exist, and the evidence available for a subsequent systematic review evaluating instructional effectiveness. Methods – Guidelines established by the PRISMA statement for scoping reviews (PRISMA-Scr) were used to conduct this review. Concepts for library instruction and graduate nursing students were searched in six databases as well as Google Scholar. The two authors used titles/abstracts and when necessary, full-text to independently screen identified studies. Conflicting screening decisions were resolved by discussion. Results – Data was extracted from 20 sources. Thirteen of the sources were descriptions of classes or programs, one was a program evaluation, two were mixed methods studies that looked at library use and program support respectively but did not assess instruction, two were surveys of students’ feelings and attitudes about instruction, and two were quasi-experimental studies which included pre-post instruction quizzes. The most popular format for library instruction was online (synchronous or asynchronous) instruction. Most sources did not include information about the timing or duration of instruction. In addition, most sources did not reference instructional theory although a few mentioned aspects of instructional theory such as active learning. Only one source mentioned using a specific model to develop instructional content. While several sources mentioned assessment of student learning, only four studies included the results of assessment. Conclusions – Sources reporting on instruction for graduate nursing students consisted primarily of descriptions of programs or instructional sessions. Many of the descriptive studies lacked essential information such as specifics of format, timing, and duration which would aid replication at other institutions. Only four sources were research studies that evaluated instructional effectiveness.

How do we know (if) it works? A review of research evaluating publishing pedagogies for multilingual writers

Growing research attention is being paid to supporting multilingual scholars and students in publishing, especially in English-medium academic journals. The institutional provision of instructional support has been documented in most global regions. While research has reported on the design of initiatives and studied participants’ experiences, the efficacy of such initiatives remains understudied. To address this gap, we explore the extent to which research has documented the benefits of instructional initiatives for writers and how effectiveness has been measured. Surveying research published between 1999 and 2021, we found that, overall, instructional initiatives have been evaluated as fostering learners’ development mainly in these areas: (1) awareness of rhetorical practices; (2) understanding of how to respond to feedback; (3) ability to use lexico-grammatical resources; (4) ability to evaluate and select target journals; and (5) submission rates and publication outcomes. We argue that indicators for effectiveness in these areas, including the rigid use of rhetorical moves, standard English, and the quality of text revisions, reflect the contested nature of academic literacy practices in terms of conceptions of language, writing, and instruction. We close by discussing implications for course designers and identifying avenues for future research.

“They’re just students. There’s no clear distinction”: a critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction

ABSTRACT Background Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students’ marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty’s perceptions of the significance of race and gender to calculus instruction at a large, public, historically white research university. Methods Theories of colorblind racism and dysconsciousness guided a critical discourse analysis of seven undergraduate calculus faculty’s perceptions of instructional events. Findings Our analysis revealed two dominant discourses: (i) Race and gender are insignificant social markers in undergraduate calculus; and (ii) Instructional events can be objectively deemed race- and gender-neutral. We illustrate how calculus faculty varyingly engaged these colorblind discourses as well as discourses that challenged such conceptions of instruction. We also highlight how faculty dysconsciousness in reports of instructional practices reflect potential operationalization of dominant discourses that reinforce colorblind racism. Contribution With limited research on faculty perspectives on racial equity in mathematics, our study documents how color-evasive, gender-neutral discourses among mathematics faculty shape orientations to instruction that reinforce the gatekeeping role of calculus in STEM higher education. Implications are provided for race- and gender-conscious undergraduate mathematics instruction and faculty development.

Theoretical Review of Phonics Instruction among EFL Beginner-level Readers in China

This article aims to conduct a theoretical review of phonics and its instruction among EFL beginners in China to provide an overall understanding of the basic concepts of phonics and phonics instruction, as well as the relevant theories. Based on previous literature, the findings indicated that phonics refers to the letter-sound relationship and that phonics instruction is the optimal teaching activity through which to implement phonics. Three major phonics instruction approaches can be identified, of which the synthetic phonics instruction approach might be the most appropriate for EFL beginners. In addition, to enhance the effects obtained from phonics instruction, beginners should be prepared with knowledge of the alphabet and phonemic awareness. Finally, certain relevant theories, such as behaviourism and constructivism, may provide the theoretical foundation for phonics and its instruction in EFL settings in China.

Epistemic Beliefs and Pre-service Teachers’ Conceptions of History Instruction

This study investigates the difficulties pre-service history teachers face in understanding and implementing a history curriculum focused on historical reasoning. Based on the general hypothesis of beliefs exerting a direct influence on teachers’ actions, this phenomenographic study provides a qualitative analysis of the epistemic and learning/teaching conceptions on which pre-service teachers base their reflections and decisions when they have to produce a teaching plan for a specific situation, taking n = 72 pre-service teachers from the Master’s Degree in Teaching in Secondary Education at the University of Zaragoza (specialty Geography and History) as statistical sample. The outcome of the first phases of the analysis was a new theoretical reference framework that innovated by simultaneously analyzing epistemic and educational conceptions. On the one hand, the analysis results include a considerable number of pre-service teachers who use epistemic beliefs identifying history and the past when addressing the curriculum. On the other, none of them, not even those with advanced epistemic beliefs, think about the curriculum in terms of an inquiry-based approach to historical problems, and, therefore, they display a transmissive–reproductive conception of history instruction. Consequently, the main contribution is observation of a twofold threshold that pre-service teachers must cross to understand and accept an interpretive history curriculum: they must overcome the identification between past and history and instead immerse themselves in the necessarily interpretive nature of any history; and they must stop viewing learning as knowledge internalization and reproduction and, instead, embrace a conception of learning as inquiry and reasoning.

NAVIGATING A DISCIPLINARY CHASM: THE STATISTICAL PERSPECTIVES OF GRADUATE TEACHING ASSISTANTS

Graduate Teaching Assistants (GTAs) carry a substantial instructional role in introductory courses for many mathematics and statistics departments. As a result, many GTAs have first-hand influence on the initial statistical impressions of students from a range of disciplines. But as simultaneous learners of the discipline themselves, GTAs in statistics are still forming their conceptions of statistics and statistics instruction. Using multiple case study design, I conducted a longitudinal study with four, first-year statistics GTAs aimed at capturing their experiences and notions related to statistics. This paper highlights several important disciplinary perspectives and tensions expressed by the GTAs. In addition to examining their disciplinary notions, I also discuss noteworthy connections between the participants’ statistical perspectives and their pedagogical views for introductory statistics. Findings reveal that the participants struggled to reconcile how authentic statistical practice could be translated into the introductory curriculum. Implications for GTA training are discussed.

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited 20 in-service teachers with experience in adopting mobile learning (in practice) to compare their conceptions of the two kinds of barriers. Firstly, we utilised the phenomenographic method and subsequently transformed qualitative interview data into quantitative data. The research results found an additional crucial barrier, namely classroom management. Thus, this study revealed four classifications of barriers to (mobile) technology-integrated instruction. Moreover, teachers with less experience in adopting mobile learning confronted more obstructions to mobile technology-integrated instruction than to technology-integrated instruction at the first-order level (i.e., extrinsic obstacles). On the contrary, teachers with more experience in adopting mobile learning encountered more barriers related to design thinking upon the educational integration of mobile technology over conventional technology. This study provides the field with new insights into understanding teachers’ conceptions of barriers to the adoption of emerging technology-integrated instruction and sheds light for researchers and policymakers who are working on teacher professional development. Implications for practice or policy: This research reveals a framework of the four orders of barriers for providing an understanding of teachers’ barriers to advanced technology-integrated instruction as the technology grows. More courses involving design thinking for mobile learning should be provided as part of teacher training. Future research should carefully explore the effective solutions for eliminating the barriers to mobile technology-integrated instruction.