Ed.D. (Doctor of Education)
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.
Read, Ryan Christopher, "Professional Development of in-Service Teachers Utilizing Mobile Technology in Classrooms: A Qualitative Case Study" (2020). Graduate Research Theses & Dissertations. 7586.
Northern Illinois University
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