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Reading: Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

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Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

Authors:

Scott R. Bartholomew ,

Purdue University, US
About Scott
Assistant Professor of Engineering/Technology Teacher Education at Purdue University
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Ed Reeve,

Utah State University, US
About Ed
Professor of Technology & Engineering Education at Utah State University.
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Raymond Veon,

Utah State University, US
About Raymond
Assistant Dean for Arts Education at Utah State University.
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Wade Goodridge,

Utah State University, US
About Wade
Assistant Professor of Engineering Education at Utah State University.
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Victor Lee,

Utah State University, US
About Victor
Associate Professor of Instructional Technology and Learning Sciences at Utah State University.
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Louis Nadelson

Colorado Mesa University
About Louis
Director of Sponsored Programs and Academic Research at Colorado Mesa University.
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Abstract

Today’s students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K–12 students has led many to argue for and against the inclusion of these devices in K–12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning. In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2–3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.
How to Cite: Bartholomew, S. R., Reeve, E., Veon, R., Goodridge, W., Lee, V., & Nadelson, L. (2017). Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement. Journal of Technology Education, 29(1), 2–24. DOI: http://doi.org/10.21061/jte.v29i1.a.1
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Published on 22 Sep 2017.
Peer Reviewed

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