Date of Award
Educational technology; Educational technology--Study and teaching; Instructional materials; Mobile communication systems in education
The purpose of this study was to develop and validate an instrument to measure teacher’s perceptions of the effect of mobile technology initiatives on classroom climate. The process proposed by Benson and Clark (1982) was used to develop the instrument in four phases: planning, item construction, quantitative evaluations, and validation. A 115-item pool was constructed and tested on a pool of K-12 educators (N=334) in mobile technology teaching environments. The pool was refined through a principal axis factor analysis to create a 35-item instrument. The Mobile Technology Classroom Climate Survey (MTCCS) was developed with four factors: Student Centered Innovation (α = 0.88), Challenges (α = 0.87), Policies and Support (α = 0.76), and Technical Skills (α = 0.76). The instrument domains are consistent with the literature that suggests mobile technology has increased student engagement (Argueta et al., 2011; Bebell & O’Dwyer, 2010; McLester, 2011; Rosen, 2011), teacher concerns about student distraction (Shieh, 2012) and shallow thinking (Bauerlein, 2011), and the importance of professional development (Cuban, 2009; Overbay, Mollette, & Vasu, 2011). Implications for future research include a need to explore associations between MTCSS results and student or teacher outcomes and a study of potential a relationships between the MTCCS and other classroom climate instruments, in an effort understand the impact of technology rich environments on classroom climate and to establish concurrent validity of the instrument.
Wyatt, Carol, "The Development and Validation of an Instrument to Measure Teachers' Perceptions of the Effect of Mobile Technology Initiatives on Classroom Climate" (2016). Graduate Theses and Dissertations. Paper 12.