Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment

Authors

DOI:

https://doi.org/10.46328/ijte.171

Keywords:

Mobile technology, Curriculum design, Student achievement, Faculty adoption

Abstract

There is minimal research which makes the connection between mobile technology and improved student achievement.  This study addressed the gap in the literature and considered the dynamic and fluid engagement mobile technology brings to the teaching and learning environment to improve student essay scores in the composition classroom.  Freshman composition essay scores were collected over the course of five semesters: two semesters where the instructor did not teach with mobile application technology, and three semesters after adoption of mobile technology. There was a statistically significant difference in mean writing project scores, with the mobile technology curriculum producing higher mean scores for all three writing projects. The purpose of this study was to expand current research to consider the effects of student achievement when using mobile application technology, and to inform current pedagogical practices across all disciplines.

Author Biography

Mary W. Paul, California State University, Fresno

Mary Paul is a Lecturer in the English Department at Fresno State, with assigned time reporting directly to the CIO.  She holds an undergraduate degree in Accounting, a Master’s degree in English Literature, a doctorate in Higher Education Leadership, and is a Fellow of the Chancellor’s Doctoral Incentive Program.  Mary was awarded Apple Distinguished Educator recognition in 2017, and has taken on a facilitating role in Applied Teaching Technology at Fresno State.  She has offered numerous presentations at national conferences on the topic of Mobile Application Technology’s use in higher education institutions, and has a publication on teaching with technology. Mary has recently worked as a consultant for colleges encouraging faculty adoption of technology-infused pedagogy and has been recognized as a Proven Lead Faculty by the Chancellor’s Office for Course Redesign with Technology since 2016, working with faculty across all 23 campuses on course redesign.

References

Paul, M. W. (2021). Mobile technology pedagogy: Improved student engagement for improved self-assessment. International Journal of Technology in Education (IJTE), 4(4), 695-707. https://doi.org/10.46328/ijte.171

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Published

2021-10-01

Issue

Vol. 4 No. 4 (2021)

Section

Articles

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