Use of Mobile

Technology in the
Classroom

Mobile Technology in the Classroom

before moving to the next trial. To illustrate this point
Although there has been a push to use technology in the
further, when a student engages with an app to practice
classroom since the 1980s, rapid advancements in mobile
multiplication facts, the app can be set up such that the
devices, including smart phones and tablets, have
student has to get the answer correct before moving on to
provided individual students the opportunity to use
the next problem. The student receives immediate
devices in much higher numbers in the last decade.
feedback on the accuracy of responses. Typical paper and
Numerous schools have rolled out one-to-one computing
pencil math worksheets do not have this feature,
initiatives as early as fourth grade requiring educators and
therefore allowing the student to practice errors until the
researchers to find effective and efficient uses of mobile
worksheet is graded. In the latter case, the feedback is
technology for teaching and learning purposes. A recent
delayed. Furthermore, with the software on these devices
survey reported that 17% to 50% of school-aged children
individualizing and differentiating instruction is possible
in kindergarten through 12th grade owned smartphones
with little effort on the part of the teacher to program the
with Internet access and 17% to 26% of children owned a
devices to suit individual students’ needs. Teachers can
tablet computer (Project Tomorrow, 2012). Students who
screen students on their present levels of performance
do not have access to a device at home will need training
and program the apps such that students are able to
on how to handle a device, but all students will need initial
practice and master unknown items.
training on how to use the device for learning purposes.

Benefits Barriers
Despite the potential of mobile devices, there are barriers
In addition to motivating and engaging students in the
to technology-use in schools that warrant discussion. The
learning experience, mobile technology offers the benefit
limited technology integration in teacher preparation
of “portability” so that students can access content and
programs and lack of proper technical support and in-
communicate with instructors and classmates from any
service professional development are commonly cited
location. Mobile devices also enable authentic learning
barriers to successful integration of technology. Teacher
experiences such as using interactive maps to find
attitudes play a significant role in technology use in the
locations or recording content for further viewing; these
classroom and are often a barrier to student use as well.
experiences can be especially important for students with
Adapting the renowned Technology Acceptance Model
diverse learning needs. A mobile device can be considered
(TAM) for use in education, multiple researchers have
as assistive technology (AT) for some students with
found that teacher attitude is greatly influenced by
disabilities. For example, research supports the use of an
perceived usefulness and perceived ease of use (Park,
iPad as a speech generating or communication device for
Nam, & Cha, 2012; Teo, 2010; Teo, Ursavas, & Bahcekapili,
students with autism (Lorah, Parnell, Whitby, and Hantula,
2010). However, it is important to note that these
2015). Due to its ubiquitous use among middle- and high-
attitudes are based on perceptions. Unfortunately,
students, students with disabilities are more likely to use a
research on the use of mobile technology is in its infancy
mobile device and feel less stigmatized than if they were
and there is limited evidence of the effectiveness of
carrying an AT device. Mobile technology has the ability to
technology-based instructional practice. This is partly due
increase active student responding (ASR), wherein a
to the fact that teachers and schools are often resistant to
student not only has to respond but respond accurately
trying new practices. School policy also plays an important disabilities navigate the screen more easily. Many of these
part in allowing students to use mobile devices as many features considered expensive just a few years ago are
administrators and teachers create policies that inhibit the now native to most devices. In addition, built-in apps like
use of devices- even if those devices are being used for the calendar, maps, voice memo, and note taker can be
educational purposes. For example, students in the Project very valuable for all students as they learn executive
Tomorrow (2012) survey reported that school policy functioning skills. Working memory, inhibitory control,
preventing them from using their own devices was an maintaining attention, choice-making, and organizational
obstacle to technology use. skills are a few of the executive functioning processes
necessary for cognitive control and for school success.
Types of mobile devices (platforms) Utilizing the features on a mobile device can help students
The proliferation of devices has also made it difficult for to practice these processes on a device they carry with
teachers to understand the multitude of programs and them daily.
applications available. While the iPhone and iPad received
the most attention as they were first to the market, the
Classroom management
iPhone accounts for less than 20% of smartphones in the One of the issues for teachers when allowing students to
world (Statistica, 2016). Samsung, Sony, LG, and many use technology is managing the classroom. All of the
others have popular models that students use in schools accessibility features above dictate that students are
daily. Unless the apps are created to work across multiple allowed to use their devices both in class and outside of
platforms, teachers are limited to selecting apps that are class. Some of the features may require students to wear
compatible with devices that are provided to them in their headphones so they do not distract other students with
classroom. For example, one of the affordances of using read-aloud options or voice memo reminders. While there
apps on an iPad is the touch screen feature. The student is are a multitude of strategies for classroom management
able to interact directly with the app and manipulate when using devices, many teachers are concerned that
content on the screen. A group of students who were students will take advantage or they do not want to seem
given the iPad to practice their math facts, but also had unfair by allowing a student with a disability to use their
access to Chrome Books in their classroom, were quick in device while others are not permitted. Unfortunately,
pointing out the touch screen feature was a major these policies often take away a powerful tool that would
difference between the two devices. The students allow students with disabilities to access content. It is
unanimously said that in the Chrome Book they had to important for teachers to practice classroom management
type out the answer that took longer than responding on techniques and make expectations on device-use clear and
the touch screen on an iPad. Some applications that are explicit. Teachers can incorporate appropriate device-use
available on one device (e.g. a Samsung device) may not as part of their classroom rules and routines that are
be available on an iPad. In most cases, there are similar embedded within an overarching positive behavioral
applications available but these are issues that need to be intervention and supports (PBIS) model. In such a model,
considered when deciding when and how to use devices in students are encouraged and reinforced for following the
the classroom. rules and engaging in prosocial behavior. When a student
does misuse the device by looking up inappropriate
Accessibility features on devices content or playing games instead of doing research, it is
One of the major advantages that mobile phones offer important that teachers have consequences in place for
students with learning disabilities are the accessibility those students. However, it is equally important that not
features built-in to the device. Under the settings menu all students are punished for the misbehavior of a few.
on most smart phones, teachers and student will find a
broad list of accessibility features including, but not Use of mobile technology for academic
limited to, text to speech reading, enlarged text, hearing and behavioral interventions
aids, guided access, and assistive touch. Text to speech
can be used to help a student with dyslexia understand When integrated meaningfully with curriculum and
readings in literature class. Enlarged text is helpful for instruction, mobile technology can be beneficial in the
students with visual disabilities or for young students classroom. Recent research shows promise in using mobile
learning to differentiate between letters and numbers. technology for academic and behavioral interventions. The
Guided access can be used to help students with attention challenge for teachers is to understand and identify ways
deficits stay on the correct screen and focus on one app. in which they can integrate technology into evidence-
Assistive touch can be helpful for students with physical based practices in their classroom. Mobile technology has
shown to be effective across numerous studies as a apps.html). A search on-line under “evaluating apps
supplemental tool in increasing sight word reading, rubric” will yield many examples. Some of the things to
spelling and vocabulary knowledge, math fact fluency of consider when evaluating an app include:
students with and without disabilities. There is growing
o Is the app is visually appealing?
body of literature in which mobile devices are being used
for behavioral interventions such as video-modeling o Is the app cluttered with content or easy to see
interventions to teach social skills. and navigate?
o Is the app appropriate for the developmental level
Teacher Training of the student?
Teacher training is critical to integrating the use of o What do the reviews say?
technology in the classroom successfully. While schools o When was it last updated?
have invested in technology, teachers appear to remain o How many students can use the app at once
reluctant to use that technology because it alters without it crashing?
traditional classroom practices. This area of concern
o Does it allow for differentiation? For example, is
seems to stem from the level of teacher training – in a
Digedu survey of over 600 teachers, 46% of teachers there a speech-to-text feature built-in?
reported they lacked the necessary training to integrate o Does it provide feedback or just content?
technology (as cited in Johnson, Adams Becker, Estrada, & It is important to remember that the best evaluators of
Freeman, 2015). Unfortunately, the investment in apps are the students. It is important to test the app out
hardware has not been met with an equal investment in with children to see what they think. Regardless of how
teacher training. good an app is instructionally, if students do not like it,
Teacher training should include access to and training on they will not use it. It is important that educators do some
web safety, proper searching techniques, classroom initial evaluation but always keeping in mind that students
management tips and tricks, and practical ideas for are the best evaluators.
content introduction, skill integration, and self-regulation.
Google, YouTube, Microsoft and others offer free online Steps to integrating mobile technology
curriculum for teaching many of these skills to students
and there are multiple resources with practical tips for Identify target skill. Teachers can use existing screening
integrating technology in the classroom. However, assessment data to identify the specific target skill (e.g.,
teachers are not often aware of these resources or how to fluency with text) or precursor skill (e.g., sight word
use them. Most of the professional development they reading) as the focus of the technology-based learning
have been exposed to has simply been a list of tools or session. The assessment scores will serve as baseline data
resources. Instead professional development should focus on students’ current levels of performance with the target
on pedagogy with the assistance of technology. skill.
Researchers have shown that the most effective current Identify a progress-monitoring tool. Intervention Central,
professional development is teacher-led, takes place over Aimsweb®, and DIBELS offer a wealth of resources for
time, and is done in face-to-face settings. It is important curriculum-based measurement for academic skills. For
that schools and teachers consider how to best utilize their behavioral skills, teachers can use rating scales and skill-
digital literacy personnel as co-teachers and trainers checklists to determine students’ progress on the target
rather than simply using them to repair equipment or skill. The teacher should determine the frequency of
write policy. Instead, they should provide individual and monitoring students’ progress and this should be
small group training to emphasize pedagogy, help dependent on time available for testing purpose.
brainstorm creative ideas for the classroom, and select Commonly cited frequency for progress monitoring range
devices, resources, and apps that help students achieve in anywhere from assessing students after every intervention
the classroom. session to once a week during the intervention period.
Things to consider in selecting apps Develop protocol for practice. When designed properly,
(rubric) CAI can take the form of self-mediated instruction where a
student follows a series of steps during the
There are a multitude of rubrics available on-line to use practice/review session. To ensure smooth completion,
when evaluating apps (e.g.: teachers should develop a protocol of steps that clearly
http://www.ipads4teaching.net/critical-eval-of- specify expectations and procedures. The protocol can
include rules for use of device, followed by step-by-step take the form of “model-lead-test” in which the teacher
instructions on skill practice and program completion. first models the step, then guides students to complete
Teachers should consider the format for technology use; the step with teacher’s help (guided practice), and then
for example, will students engage in the learning session in allow student to complete the step independently
a small group format, pair-up, or work independently? (independent practice). Other things to consider in this
Another consideration is the time allocated for the training are general routines on where to access the
learning session and how many cycles or repetitions device and materials for the learning sessions.
should be included. Teachers will have to trial test how
Collect procedural integrity data. Also known as
long each cycle of practice takes and set the criterion
procedural adherence, procedural integrity is the extent to
accordingly. This will differ from one student to another
which an intervention is implemented as designed. It is
based on their skill level with task. See Figure 1 for an
important to make a checklist of critical steps that
example of a protocol developed for a group of first-grade
students should follow and periodically assess if students
students learning sight word vocabulary using a Sight
are adhering to these steps. Figure 2 provides an example
Words App (Teacher Created Materials, 2015). In a recent
of steps that the teachers should like students to complete
study, Musti-Rao, Lo, and Plati (2014) reported an iPad
when engaged in the technology-based learning session.
intervention using the Sight Words App was effective in
increasing the sight word fluency of six first-grade students
considered at-risk in the area of reading.

Monitor progress periodically. As with evaluation of any

program, teacher should monitor progress periodically and
use these data to change, modify, or continue the
intervention. Many educational apps allow teachers to
Provide students training. Teachers should set aside one create individual student profiles and track progress. Some
or two class sessions to teach students how to use the apps allow to export the data in an email as well.
device. It is important to provide students with a rationale
for why they are using the mobile device, and help
generalize use of device across various environments. The
training should also include how to handle devices (e.g.,
turning on the device, accessing the app, checking battery
life and charging the device, and turning off the device).
Teachers should use the protocol developed in the
previous step to serve as a guide to train students through
each step of the intervention. Students training should
 References

Lorah, E. R., Parnell, A., Whitby, P. S., & Hantula, D. (2015). A systematic review of tablet computers and portable
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Musti-Rao, S., Lo, Y., & Plati, E. (2015). Using an iPad® app to improve sight-word reading fluency for at-risk first-grade
students. Remedial and Special Education, 36(3), 154-166. DOI: 10.1177/0741932514541485.
Park, S. Y., Nam, M-W., & Cha, S-B. (2012). University students’ behavioural intention to use mobile learning:
Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592–605.
Project Tomorrow. (2012). Mapping a personalized learning journey: K-12 students and parents connect the dots with
digital learning. Irvine, CA: Author. Retrieved from
http://www.tomorrow.org/speakup/pdfs/SU11_PersonalizedLearning_Students.pdf
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Hamburg, Germany: Author. Retrieved from https://www.statista.com/statistics/216459/global-market-share-
of-apple-iphone/
Teo, T. (2010). Examining the intention to use technology among pre-service teachers: An integration of the
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Recommended citation:

Musti-Rao, S. & Walker, Z. (2017). Use of mobile technology in the classroom. Retrieved from: http://www.council-for-
learning-disabilities.org/infosheets-supporting-translation-of-research-to-practice.

Council for Learning Disabilities CLD grants permission to copy this article for educational purposes. Other Info Sheets are
available on our website (https://www.council-for-learning-disabilities.org/infosheets-supporting-translation-of-research-to-
practice).