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The infusion of mobile learning: understanding pedagogical implications for today's African American female high school students
Dissertation   Open access

The infusion of mobile learning: understanding pedagogical implications for today's African American female high school students

Latricia Baham
Doctor of Education (Ed.D.), Drexel University
May 2018
DOI:
https://doi.org/10.17918/D8ZQ1Q
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Abstract

Educational leadership Curriculum planning Mobile communication systems in education Educational innovations
Today's generation espouses mobile phones more than any other generation in cell-phone history. Madden, Lenhart, Duggan, Cortesi, and Gasser (2013) found that "about three in four (74%) teens aged 12-17, are 'mobile Internet users' who say they access the Internet on cell-phones, tablets, and other mobile devices at least occasionally" (p. 4). Despite this prevalence, schools continue to hold fast to a policy of no personal devices at school (Bauerlein, 2009; Bitner & Bitner, 2002; Thomas, O'Bannon, & Britt, 2014). Therefore, the problem this study will address is the lack of understanding of the pedagogical implications of mobile learning. The purpose of this phenomenological qualitative study is to examine the perceptions of African American female high school students regarding the use of mobile devices as experienced through a Bring Your Own Device Program. The overarching question guiding this research is: What are the perceptions of African American female high school students towards the implementation of a Bring Your Own Device (BYOD) program in a private single-sex high school? Building on Prenksy's (2001) model for the importance of a technological environment to better serve digital natives, the goal of this study is to encourage BYOD institutional environments to better serve today's mobile natives.

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