Publication Date


Document Type


First Advisor

York, Cindy

Second Advisor

Demir, Fatih

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)


If an in-service teacher does not receive professional development either formally or

informally, it can be baneful to the use and adaption of mobile technology in the classroom.

While Professional Development (PD) has shown positive results in schools and classrooms, it

could be beneficial in helping in-service teachers adapt and utilize mobile technology into their

Student-Centered Teaching. In this qualitative case study, five in-service K-12 teachers were

given PD for their classroom mobile technology and six in-service K-12 teachers were not. Over

their schools’ fall semester (18 weeks), these eleven in-service teachers used mobile technology

with their classroom lessons and school curriculum for their Student Learning Objectives (SLO).

All were studied through three sets of interviews during the first five weeks of the spring

semester to understand the relevance of PD with the use of their classroom mobile technology

and semester learning goals. Each teacher was independently studied and cross-analyzed to find

themes that helped or hampered their use of mobile technology in their classrooms. The use of

school PD, collaboration, and student use played into this study as major factors in these

teachers’ successes or failures. Professional Development is a value that provides more context

and support for mobile technology for not only in-service teachers, but for students and school

curricula as well.


164 pages




Northern Illinois University

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