How Does the Use of Mobile Devices Affect Teachers’ Perceptions on Mobile Learning?

The purpose of this study is to investigate the potential impact and effectiveness of mobile learning in the context of a flipped classroom and also address implications for future curriculum design. The researchers developed a mathematics curriculum featuring the use of mobile devices in the context of a flipped classroom. Thirty pre-service secondary teachers participated in the study. They completed a pre-study survey, student reflections about the usefulness of mobile learning, and a post-study survey of their views on their use of mobile devices and their TACI classification scores. Results show there was a statistically significant difference in students’ TACI scores between the pre-survey and post-survey. Mobile devices were mainly used for task performance in individual learning and group discussion in cooperative learning. Students’ potential and self-confidence were improved through connection, communication and collaboration activities using mobile devices. For better pedagogical scaffoldings in classroom environments, four necessary conditions were suggested in this paper: approachable convenience (access route to a website), the convenience of using mobile devices (free data environment), promotion of real-time interaction between students (instantaneous messaging), and connection between communicating and sharing activities from group discussion to whole class discussion.