A Group Project completed in partial fulfillment of the requirements for

EDID6506 Issues, Trends, Innovations and Research in Instructional Design, Instructional

Technology and Distance Education

Trimester III 2014

by

Aisha Estwick

Junia Marin

Meredith Connor

Terry Hall

University: The University of the West Indies Open Campus

Course Coordinator: Dr. Camille Dickson-Deane

1
 Table of Contents

Executive Summary……………………………………………………. Page

Introduction to Innovation……………………………………………… Page

Prospectus………………………………………………………………. Page

Supporting Evidence for Innovation……………………………………. Page

Established Problem…………………………………………………….. Page

Selected Improvements………………………………………………….. Page

Innovation Mock-ups and Explanations………………………………….Page

Layout for M-Learning Framework.…………………………….. Page

Layout for M-Learning Website…………………………………..Page

Proposed Layout for Resource Centre………………...………….Page

Feedback from Audience………………………………………………....Page

Analysis…………………………………………………………..Page

Participants’ Recommendations………………………………….Page

Conclusion………………………………………………………………..Page

References………………………………………………………………..Page

2
 Executive Summary

This report outlines a proposed solution to the problems encountered with the EDUET

Project which focused on the Effective Didactical Use of E-books/E-textbooks and tablet PCs as

Innovative Delivering Media. The original project was introduced to provide pedagogical

assistance for M-Learning to be integrated into the teaching strategies of professors, teachers,

lecturers and Vocational Education and Training (VET) trainers (Socrates Projects Database,

2005). Since the date of the initial project, further research was conducted in this area, however,

the focus had been mainly on M-Learning in tertiary and distance education in the developed

world. There was no research to support the use of mobile learning in the Caribbean context

especially at the secondary school level. Given the proliferation of access to mobile devices in

the Caribbean and the results of an independent study conducted by the Trendsetters, it was felt

that it was important to establish a framework specific to the Caribbean secondary school

system. Ideally this framework will be fully supported by the development of an m-learning

website, as well as, a physical and virtual resource centre, and a comprehensive training

programme. These elements can be run by an organization responsible for managing education

systems in each country, such as, the national Ministry of Education or a local school governing

body (Lugo & Schurmann, 2012).

3
 Introduction to Innovation

The Trendsetters examined the Effective Didactical Use of E-books/E-textbooks and

tablet PCs as Innovative Delivering Media (EDUET) Project which was introduced in 2004 and

was run until 2006. The project’s goal was to “develop art and skills for teaching in the mobile

Learning Era” (Sacrates Projects Database, 2005). With technology becoming more prevalent it

was felt that access to knowledge, the process of acquiring new skills, as well as the delivery of

education was changing as traditional means of obtaining knowledge were being replaced with

mobile e-learning (m-learning).

The project’s objectives were to (1) study all relevant didactical concepts and

methodologies from the field of mobile learning based on mobile computer technology as a

cognitive science; and (2) design and test two learning resource models in the form of e-

textbooks in language learning (Business English) and Energy and the Environment for colleges,

universities and corporate learners (Socrates Projects Database, 2005).

At the time of the study there was a shortage of targeted research, and research generated

practical guidelines on the possibilities, methods for effective implementation and didactical use

of such innovative mobile learning technologies and related devices, delivery methods, for and

functionality of digital content and the teaching/learning methodology (Socrates Projects

Database, 2005). The intended outcome of the project was the development of comprehensive

guidelines that integrated learning methodology with enabling mobile technologies in order to

promote a logical framework for promoting mobile learning practices in support of the European

Education and training (Socrates Projects Database, 2005).

Since the EDUET project, several frameworks have been introduced that outline the

historical development of m-learning, protocol and categories of m-learning. A few examples

4
are: A Conversational framework for the effective use of learning technologies (Laurillard,

2002); A Model for Framing Mobile Learning (Koole, 2009); Pedagogical Framework for

Mobile Learning (Park, 2011). Having examined the EDUET project, its weaknesses and the

current information available regarding m-learning, it was found that there was a lack of

research regarding mobile learning in a Caribbean context, particularly at the secondary school

level.

Given the significant growth in the number of affordable mobile devices within the

Caribbean and the call for the integration of these devices into the learning environment it is

proposed that a framework be developed for mobile learning specific to the Caribbean region.

This framework will guide the development of education that is enhanced by the effective and

pedagogically sustainable use of mobile technology. The framework will target educators in the

Caribbean Secondary School system. At present learning in the Caribbean context is very

traditional in that it is teacher centered and focused on the strict confines of each country’s

national curriculum. Mobile learning calls for flexibility, and a move away from teacher focused

instruction to a more learner centered one where there is a balance between individual learning

and social interaction. Additionally, it requires learning to be available on demand.

This framework should be ideally supported by an on-line and/or physical resource

center. The resource center will facilitate training and development on mobile learning,

implementation and information technology (IT) support. The availability of these resources will

inspire confidence and support for integrating m-learning into the instructional strategies.

According to Lugo & Schurmann, (2012) such an initiative must be recognized and supported by

an organization responsible for managing education systems in each country e.g. national

Ministry of Education or a local school governing body.

5
 Established Problem

The project reviewed was entitled “Didactical Use of E-books/E-textbooks and tablet PCs

as Innovative Delivering Media” (project period 2004 to 2006). The overall project goals were to

“Develop Skills for Teaching in the mobile Learning Era”.

The specific project objectives were:

● To study all relevant didactical concepts and methodologies from the field of mobile

learning based on mobile computer technology and cognitive science.

● Design and test TWO learning resource models in the form of e-textbooks in language

learning (Business English) and a common European subject (Energy & the

Environment) for colleges, universities and corporate learners.

Mobile e-learning is a result of a natural progression from desktop products to handheld

products. One of the latest and most sophisticated forms of mobile wireless devices is the Tablet

PC. The latest publishing technologies created e-books and e-textbooks which bring the

multimedia-rich learning content onto the Tablet PC touch screens. Many market analyses show

that Tablet PCs will take the dominant role on the notebook and handheld PC market in 3 to 5

years (MindCet, 2012).

The project identified that there is a paucity of research-generated practical guidelines on the

possibilities, methods for effective implementation and didactical use of such innovative mobile

learning technologies and related devices, delivery methods, forms and functionality of digital

content within learning environments. There were no established methodologies in the effective

implementation of m-learning.

6
 Supporting Evidence for Innovation

Mobile learning is learning that happens when the learner is not at a fixed, predetermined

location, or learning that occurs when the learner takes advantage of the learning opportunities

offered by mobile technologies. According Metcalf (2006) m-learning combines mobile

computing with e-learning and may be defined as any form of electronically delivered instruction

with an emphasis on internet or wireless based technologies. While according to Ekanayake &

Wishart (2014) teacher support and teacher training has been the least explored topics in mobile

learning research. The integration of new technologies into teaching and learning requires the

development of teacher’s content knowledge, practices and attitudes. The majority of research

however, about mobile learning to date has focused on m-learning in higher (tertiary) education.

Ng & Nicholas (2012) put forward that these studies mostly involve the educational institutions’

‘implementation of mobile learning’ with an emphasis on the challenges faced and or

encountered during this process. ‘Few studies have explored holistically the elements that sustain

mobile learning’ (Ng & Nicholas, 2012) and this has extended into the Caribbean region. What

little research that exists on m learning within the Caribbean Secondary School education system

tends to focus on the use and effect of mobile applications within the learning environment. For

instance, Kalloo & Mohan (2013) conducted a study in the use of MobileMath, a mobile

application and its impact on students’ performance in mathematics at a Trinidad & Tobago

Secondary School.

From an alternative perspective, ‘mobile technologies are one of the fastest growing areas

of technology’ (Ng & Nichols, 2012) and ownership and access to mobile phones has spread

7
across the wider society to include young adults and teenagers in the Caribbean. A significant

increase in the usage and acquisition of affordable mobile phones was synonymous with the

‘liberalisation of the telecommunication market across the Caribbean’ (Maharaj & Mohan,

2006). Cable & Wireless and Digicel, the major mobile network carriers in the Caribbean, have

implemented a wireless communication infrastructure that has a ‘wide reach and public appeal’

and facilitates the provision of a cost-effective range of services for mobile users. In addition,

mobile device attributes of low cost and ubiquity, make them ‘particularly suitable for the

achievement of development goals in the Caribbean especially in the field of education’

(Maharaj & Mohan, 2006). This coupled with the fact that the devices are so designed to

facilitate ease of movement and are offered with relatively inexpensive wireless communication

infrastructures, facilitates information processing at an increased pace and scale, and provides an

excellent opportunity for students to access information outside the boundaries of the teachers’

knowledge and way of doing things, by accessing multiple and various sources (Ng & Nicholas,

2012).

This growth in access to mobile devices has made the integration of mobile learning in

secondary school settings possible and consideration can now be given to the methodologies,

accessibility, connectivity and training with regard integrating mobile technology into the

classroom. This is demonstrated in the growing trend in the use of mobile devices in the

classroom as an instructional support tool that increases student engagement while learning

(MindCet, 2012). There are currently programmes between Secondary Schools in the Caribbean

and the local Ministries of Education, whereby mobile devices are being issued to secondary

school students as part of the drive to prepare the students for learning in the 21st century

(Chalkboard, 2014 & Jamaica Information Service, 2014). It is extremely important, therefore

8
that a guide for the implementation and sustainability of mobile learning into the schools be

developed for consistency in implementation and an effective and efficient m-learning

environment.

Conversely, as new forms of technology unfold teachers need to be aware of what

options are available and be able to decide which ones are best suited to facilitate learning. They

also need tools and resources to empower them to use and integrate these new technologies into

their lessons. It is anticipated that with the increased availability of resources and support for

interaction and with further developments in ICT infrastructures in the region, teacher inertia will

be removed as they are exposed to the possibilities encompassed in m-learning. Thus, with the

integration of mobile technology into the curriculum it will become easier to use class time for

more holistic and authentic learning experiences where there is cooperation, learning through

discovery, problem solving and active participation.

Supporting Evidence from Project Survey

Our project survey highlighted the presence of teacher/instructor inertia when confronted

with the issue of mobile devices being integrated into their classrooms. Teachers expressed an

unwillingness to include the use of mobile devices as part of their instruction design. The major

factors contributing to this unwillingness displayed by the teachers are (1) the fear of not

knowing enough about the technology in order to effectively make use of it and (2) the fear of

being embarrassed in front of their learners as a result of this lack of knowledge. Some teachers

express self-doubt when learning about the new technologies and often compare their perceived

inability with the students’ ability to comfortably manipulate the devices and are concerned

about the possibility of ultimately losing control over these students. The project survey further

highlighted that the teachers would be more inclined to implement m-learning in their

9
classrooms once there is adequate personal acquisition of knowledge in the technology and its

attributes.

To address this a framework will be developed to provide teachers/instructors with the

necessary information on m-learning that will facilitate the transition into using m-learning

strategies within their classroom settings. It can also be used to enhance the pre-service training

development of teachers which is an area found lacking by the Survey of Information and

Communication Technologies (ICT) and Education in the Caribbean (Gaible, 2008). The survey

lists findings as they relate to the professional development of teachers in primary and secondary

education as:-

● pre-service teacher education does not provide adequate introduction to ICT and does not

address use of ICT to support teaching and learning

● in-service teacher professional development relies on “pull-out” workshops, which

produce limited change in classroom practice (Gaible, 2008)

Proposed Solutions

To address the problems identified in the original project, the following items will be

created to assist with the implementation of m-learning in keeping with Educational Technology

theories as well as Constructivist ideas in terms of the design of instruction.

● A framework, namely the Caribbean Secondary School Framework (CSSF) to guide the

development of education within secondary schools that is enhanced by effective and

pedagogically sustainable use of mobile Tablet PCs and e-books/e-textbooks.

10
 ● The design of an online and physical resource center that will provide access to

information that will include peer reviewed journals on ICT, E and m-learning, online

and other industry recognized magazines and literature.

● Online tutorials, blogs, podcast and various other mediums will be used to provide

training on; m-learning implementation planning, digital literacy, tips on creating online

quizzes and surveys, the use of applications (Apps) and different devices.

● Continuous IT support including IT support officers to monitor and maintain computer

systems and networks. IT officers may be called upon to install and configure computer

systems, diagnose hardware and software faults and solve technical and applications

problems, by phone, remotely or in person. Online support should be provided 24/7 and

face to face support made available at the resource centre.

Innovation Mock-ups and Explanations

For project review purposes a mock-up of the structures to be used to improve on the

original project was developed. This included the components of the m-learning framework, the

layout of the website and physical resource centre and the training programme for secondary

school teachers on m-learning.

Caribbean Secondary School (M-Learning) Framework

A m-learning framework will be introduced to provide the requirements to develop m-learning

applications that can be used to complement classroom learning (Motiwalla, 2007). The

proposed m-learning framework will cover the development of m-learning in secondary schools

in the Caribbean and cover areas such as methodologies of m-learning, policies and procedures

11
that should be taken into consideration, a review of facilitative tools and applications, guidelines

on transferring a standard syllabus to a m-learning format and other pertinent areas.

The framework will include the following components:

● Acknowledgements

● Glossary

● Table of Contents

Unit 1.

● Defining m-learning

○ Outline of the development of m-learning in the Caribbean region

○ Review of current trends in m-learning in the Caribbean

○ Benefits of incorporating m-learning in secondary schools in the Caribbean

○ Challenges and limitations associated with m-learning in Caribbean secondary

schools

● M-Learning Methodologies

○ Description of Blooms Taxonomy applied to M-Learning to foster cognitive

development.

12
○ Collaboration – where two or more students work together to learn something.

This method is based on the premise that people learn more from each other

through shared interactions than they would on their own (social connectivity).

○ Cooperation - when students work together in small groups but each student is

individually responsible for their own work and that of the group as well

(cooperative learning).

○ Discovery-based learning - is learning through discovery and problem based

situations where the learner constructs knowledge based on past experiences and

existing knowledge (constructivism).

13
 ○ Active participation - this strategy is used to ensure student engagement in the

class activities and may include group or individual work (constructivist and

cooperative learning).

○ Problem-based learning - is a hands-on instructional method where educational

activities designed to develop cognitive, affective and psychomotor skills by

presenting real world problems.

● Policies and procedures for postings

○ Online Etiquette - includes consideration of the context in which messages are

sent, the absence of visual and verbal cues, use of all caps and exclamation marks

and respecting the views expressed by others.

○ Setting requirements for participation and collaboration - consideration will be

given to the levels of participation and number of group assignments needed to

create a participation rich learning environment. A review of the tools within the

learning environment which track participation hours and number of messages

posted will also be conducted.

Unit 2.

● Review of technology as a facilitative tool, including devices such as;

○ Smartphones - multifunctional devices which can receive phone calls in addition

to performing other functions which may include receiving emails, editing

documents, editing photos and providing the means to access the internet.

○ Tablets - which are internet enabled computers similar to smartphones but larger

in size. Tablets are smaller in size to laptops and have less memory/storage space.

14
 ○ Applications (Apps) - Review of popular and upcoming Apps which are self-

contained programs or pieces of software designed for specific purposes and

downloaded by users to mobile devices.

● System Requirements

○ Software Requirements - review of the basic software requirements to facilitate

m-learning. Including items such as; MOODLE learning management system,

Quicktime, RealPlayer, MS Office Suite, Acrobat Reader and others.

○ Hardware Requirements - review of the basic hardware requirements to facilitate

m-learning. Including items such as; storage requirements, system memory,

computing/processor power and desktop and laptop specifications.

○ IT support options - an outline of the online support system required in terms of

preventative maintenance services, on-site support services and call-in remote

diagnostics.

○ Formal specifications documentation for students - communicating the

requirements for software, hardware to students and methods for addressing

compatibility issues.

● Effectively transferring syllabus to m-learning format

○ A review of the design components involved in the theoretical design stage which

includes learning theories, instructional design, and interactivity.

○ Progressing to the presentation design stage, where the structural organisation of

the course is interpreted and mapped onto a physical format:

15
■ Synchronous and Asynchronous mediums. Asynchronous learning meaning that the

student can take the course according to their own schedule. While synchronous online

classes are those that require students and instructors to be online at the same time. In

the latter case lectures, discussions, and presentations occur at a specific hour and all

students must be online at the specified time to participate.

■ Multimedia and text-based environments. Multimedia environments include items such

as animation, video, or static graphics. While text-based environment focus on written

items.

■ Strengths, weaknesses and limitations of Synchronous versus Asynchronous designs and

multimedia versus text-based environments.

○ Planning online tasks - a discussion on the ability of students to self-direct,

communicating clear guidelines and expectations, selecting appropriate tasks.

○ Managing online activity - a review of the role of the moderator and facilitator

and creating a safe and constructive environment.

○ Assessing online activity - techniques for assessing writing assignments,

presentations, individual and group work.

● Addressing plagiarism, copyright infringement and cheating.

● Building Communities with m-Learning - fostering student buy-in and encouraging a

sense of social interaction between students.

Unit 3.

● Evaluation Methods

○ Student Self-evaluation methods - the use of peer assessment and reflective

learning.

16
 ○ Instructor evaluation methods - development of rubrics, using feedback to

enhance learning, benefits of posting models of excellent assignments and linking

programme assignments to course goals.

○ Programme evaluation methods - providing varied opportunities for the overall

assessment of the programme.

● Further resources and additional links to websites with useful information such as;

○ http://www.unesco.org/new/en/unesco/themes/icts/m4ed/ - UNESCO ICT in

Education

○ http://www.becta.org.uk/ - agency leading the national drive to ensure the

effective and innovative use of technology throughout learning.

○ http://www.computing.co.uk/ - Articles on communication, hardware and

programming issues. Also a research library, forums and product locator.

○ http://www.naace.org/ - The professional association for those concerned with

advancing education through the appropriate use of ICT

● Recommended Readings including:

○ Campus Technology Magazine - an online monthly publication focusing on the

use of technology in higher education, especially information technology issues

and trends.

○ Educause Review - a bimonthly magazine published by EDUCAUSE on current

developments, applications, and issues in the use of information technology in

higher education.

17
 ○ CITE Journal: Contemporary Issues in Technology and Teacher Education - a

peer-reviewed journal jointly sponsored by five professional associations in the

field of teacher education.

● References

● Appendix

○ Frequently asked questions

○ Examples of assignments

○ M-Learning Case Studies

Layout for m-Learning Website

A website dedicated to training and sharing of critical information and documentation is

recommended to ensure the effective sharing of critical information. As web content is

considered one of the most important factors contributing to repeat visits making, the right web

content decisions are critical to effective web design (Rosen & Purinton, 2004).

Using the wireframe technique, basic line drawings show the placement of the selected content

on the website. The wireframe below maps the content that will appear on the final website

which teachers will be encouraged to use for information sharing and training.

18
19
Figure 1. Proposed layout for website.

Proposed Layout for Resource Centre

To compliment the m-learning website it is recommended that physical resource centres be

created to provide the latest information on incorporating m-learning into instructional design

and face to face IT support. The latest literature on e-learning, m-learning, distance education

and Instructional Design will be sourced and cataloged at the centre and examples of the

implementation of m-learning in the region documented and shared. The spaces will also provide

teachers with individual and collaborative work spaces, wireless connectivity and printing

stations to support the development of lesson plans.

Figure 2. Proposed floor plan for Resource Centre.

20
 Items and Schedule for Training

Topic Frequency Level Forum Duration

M-Learning Before start of General Online and Face 2 hours

Methodologies each academic to Face
year

Transferring Before start of General Online and Face 2 hours

syllabus to M- each academic to Face
Learning format year

Policies and Before start of General Online and Face 1 hour

procedures to each academic to Face
consider in M- year
Learning

Technology Before start of Introductory Online and Face 2 hours

Options for M- each term Intermediate to Face
Learning Advanced

Addressing Before start of General Online and Face 1 hour

plagiarism, each academic to Face
copyright year
infringement and
cheating

Building Before start of General Online and Face 1 hour

Communities each academic to Face
with M-Learning year

Evaluation Before start of General Online and Face 1 ½ hours

Methods each academic to Face
year

Review of Before start of General Online 2 hours

popular and new each term
applications

Table 1. Proposed Training Schedule

21
 Feedback from Audience

The targeted general audience of the refined project would be secondary school teachers

in the Caribbean. There is a paucity of online resources targeting implementation of m-learning

within secondary schools in the English speaking Caribbean region. The literature that is

available are mainly designed and suited towards implementation within the tertiary level sector

of education. Lifelong learners and self-paced learners would also benefit from the development

and improvements that would have been made to the original project. The systematically

developed resources that would be made available to them will guide their m-learning

pedagogical skills and provide the support that would inspire confidence for the teachers to

integrate this resource into their teaching strategies.

Resources have always been implemented by teachers and instructors to supplement the

textbook and lesson notes that may be presented to the learners. The rapid development of

mobile technology has provided a plethora of resources that can be utilized to augment the

presentation of lessons. This technology allows flexibility in the delivery modes that can be used

as well as enable multiple examples and non- examples of concepts, to be presented to the

learners. The use of the technology can also impact positively upon the motivational levels of the

learners.

Despite these obvious benefits, one of the identified challenges to the project was the fact

that the trainers, instructors and teachers are not enthusiastic about integrating m-learning into

their instructional designs and lesson plans. This resistance to embrace m-learning has been

ascribed to many factors.

The major inhibiting factors were identified as:

● Fear of not knowing enough about the technology.

22
 ● Fear of being embarrassed in front of the learners.

● A belief that the mobile technology may be distracting to learners in the

classroom.

● Reliance and confidence with traditional teaching strategies.

● Widespread belief that the use of mobile devices needs to be researched first.

(Guy, 2010)

The selected improvements that were selected for the project would seek to address these

inhibiting factors that form the basis of the first potential challenge that had been identified for

the project. The framework that would be developed to dictate website and physical features can

provide the support and essential tools to the teachers, to become confident in the integrative use

of m-learning. Once the project is properly implemented, they would eventually overcome the

fears that inhibit m-learning’s use.

In order to guarantee the eventual success of the modified project, a small sample of

teachers at an urban Secondary school in Trinidad were interviewed using a short questionnaire.

The questions of the questionnaire sought to gather information about teachers’ knowledge,

views and acceptance of m-learning as a legitimate teaching resource and acceptable

teaching/learning strategy. A random selection was utilized in order to obtain the sample

population of twelve teachers. This small sample was done in order to allow for easy collation of

the results.

The twelve participants were provided with a five point Likert rating scale to provide

their responses to the statements. The scale had ratings from 1 to 5 for the responses provided.

23
The mean of the results were then calculated. Since this random sampling of views was restricted

by a short time frame, pretesting of the statements was not undertaken.

Table: Response Rating Scale for statements.

Response Likert Scale Rating

Strongly Disagree 1

Disagree 2

Neither Agree or Disagree 3

Agree 4

Strongly Agree 5

The following Statements that required responses were used on the survey sheet.

1. M-learning is a legitimate educational pedagogical field.

2. I am confident about implement m-learning in my classes.

3. I will implement m-learning when I have sufficient knowledge and expertise in the area.

4. A Comprehensive website would assist in enhancing my knowledge about m-learning.

5. I would not spend time actively searching the Internet or reading journals to obtain

information about m-learning.

6. I would feel confident if I have the option of tech support in order to develop my m-

learning skills.

Once the sheet with the responses were collected, the mean of each response was

calculated to determine the general trend and tendencies of the responses. The participants were

then provided with a sample of the Website Mock-Up to determine whether they would be

24
satisfied or dissatisfied with the areas that would be developed. The components of the

Framework Mock-Up was also presented for their approval, to determine whether it was

comprehensive enough to address their fears and lack of knowledge on m-learning.

Responses

Statement Individual Responses from participants Mean score

Statement 1 2, 2, 5, 3, 3, 2, 4, 2, 1, 4, 4, 3 2.92

Statement 2 2, 2, 2, 1, 1, 3, 3, 2, 2, 2, 3, 2 2.58

Statement 3 3, 3, 4, 3, 2, 3, 4, 3, 2, 4, 5, 4 3.33

Statement 4 3, 2, 5, 3, 3, 2, 4, 3, 3, 4, 4, 4 3.17

Statement 5 1, 2, 4, 5, 2, 2, 3, 3, 3, 4, 4, 3 3.00

Statement 6 1, 2, 3, 2, 2, 1, 3, 2, 3, 3, 4, 4 2.50

Analysis

It is clearly evident from the responses of the sample that m-learning is not highly

considered and valued, as an acceptable and mainstream educational pedagogical field. This can

be one of the mitigating factors for the low mean score on the level of confidence of the teachers,

as demonstrated in statement 2.

There was a more favorable response towards implementing m-learning, once the

condition of having sufficient knowledge and expertise is fulfilled from the responses of

statement 3. This does not readily translate into immediate implementation since the time frame

for fulfillment of the condition, would be different for each teacher.

25
 The favorable rating of 3.17 to statement 4, demonstrated the need for a comprehensive

website to provide the resources and support for m-learning implementation. This is further

emphasized with the 3.00 rating of Statement 5,that signaled the lethargy to go in search of the

required information, either web-based or text based. The availability of Technical support could

not positively influence the adoption of m-learning by the teachers.

At least 7 out or the 12 teachers were satisfied with the components that were integrated

within the Website Mock-Up. Two felt that it might be a bit daunting to navigate through all the

links. The other 3 respondents were indifferent to the website components and therefore offered

no comment.

In analyzing the framework Mock-Up, 8 teachers believed that it adequately covered and

comprehensively addressed the many areas okay. The other 4 tended to agree with the fact that

they might be overwhelmed with the volume of information that they would be provided with.

These responses would be used as a guideline in developing the improvements to the

original project. There are many external factors that would have impacted upon the responses of

the teachers to the statements. These may include age, subjects taught, computer literacy levels,

work experience and experience with mobile devices.

Participants’ recommendations.

1. Provide the written information in a reader friendly bulleted form.

2. Ensure that there are many diagrams to outline and explain steps.

3. Incorporate videos or provide links to videos into the website, whenever

demonstrations are to be made.

4. Provide only a selected and pre-tested list of apps and resources to use with m-

learning.

26
 5. Hire knowledgeable IT support staff, since the support staff that are usually sent

to secondary schools are somewhat limited in providing effective support.

Conclusion

The original project that had been implemented was conceptualized to establish

methodologies for the development of m-learning. It sought to explore the Effective Didactical

Use of E-books/E-textbooks and tablet PCs as Innovative Delivering Media, within different

learning environments. The project provided pedagogical assistance for m-learning to be

integrated into the teaching strategies adopted by professors, teachers, lecturers and Vocational

Education and Training (VET) trainers.

This proposed improvements to the original project resulted in the refining of the target

group to focus on secondary school teachers. A framework to guide the effective implementation

of m-Learning in secondary schools was developed. This framework would be supported by the

development of the m-learning website as well as a physical and virtual resource centre. These

improvements and enhancements provide a roadmap that would facilitate the implementation of

m-Learning in secondary schools.

This implementation though would be dependent upon the acceptance of teachers to

adopt and integrate m-learning in the classrooms. Despite the existence of this inertia, there is

little doubt that mobile technologies are quite commonplace and have undergone improvements

in hardware and software capabilities. M-learning is a trend that would be part of any successful

learning environment of the future, especially with the widespread availability and affordability

of mobile devices.

27
 References

Chalkboard,. (2014). Can Technology Transform Education in Trinidad and Tobago?.

Retrieved from http://chalkboard.tol.org/can-technology-transform-education-in-trinidad-
tobago/

Ekanayake, S. Y. & Wishart, J. (2014), Integrating mobile phones into teaching and
learning: A case study of teacher training through professional development workshop.
British Journal of Educational Technology. doi:10.1111/bjet.12131

Gaible, E. (2008). Survey of ICT and Education in the Caribbean: A summary report,
Based on 16 Country Surveys (1st ed://hppt: .). Washington, DC: indoDev / World Bank.
Retrieved from http //www.infodev.org/en/Publication.441.html

Goodyear, P., Jones, C., Asensio, M., Hodgson, V., & Steeples, C. (2001). Effective networked
learning in higher education: notes and guidelines. Lancaster University: Lancaster

Guy, R. (Ed.). (2010). Mobile Learning: Pilot Projects and Initiatives. California,USA:
Informing Science Press.

Jamaica Information Service,. (2014). First Students Receive Tablets under E-Learning
Project. Retrieved from http://jis.gov.jm/first-students-receive-tablets-e-learning-project/

Kalloo, V., & Mohan, P. (2013). An exploration of mobile learning to enhance student
performance in high-school mathematica. In Z. Berge & L. Muilenburg, Handbook of
Mobile Education (1st ed., pp. 459-472). N.Y.: Routledge.

Koole, M. (2006). Framework for rational analysis of mobile education (FRAME): A model
for evaluating mobile learning devices. Thesis, Center for Distance Education, Athabasca
University

28
 Laurillard, D.(2002). Rethinking university teaching. A conversational framework for
effective use of learner technologies. London: Routhledge

Lugo, M., & Schurmann, S. (2012). Turning on Mobile Learning in Latin America (1st ed.).
Paris 07, SP France: UNESCO. Retrieved from
http://unesdoc.unesco.org/images/0021/002160/216080E.pdf

Maharaj, K. & Mohan, P. (2006). Using m-Learning Technologies to Support Tertiary-

level Education in the Carbbean. Retrieved 11 December 2014, from
http://pcf4.dec.uwi.edu/viewpaper.php?id=389&print=1

Metcalf, D. (2006). M-Learning: Mobile E-Learning. Amherst, MA: HRD Press, Inc.

MindCet. (2012). The future of digital textbooks: A literature review (1st ed.). Ed-Tech
Innovation Center. Retrieved from http://www.mindcet.org/wp-
content/uploads/2012/10/Digital-Textbooks.-A-literature-review1.pdf

Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education,
49(3), 581-596.

Ng, W., & Nicholas, H. (2012). A framework for sustainable mobile learning in schools. Br
J Educ Technol, 44(5), 695-715. doi:10.1111/j.1467-8535.2012.01359.x

Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace (Vol. 12). San
Francisco: Jossey-Bass.

Park, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing Educational

Applications of Mobile Technologies. International Review Of Research In Open And
Distance Learning, 12(2). Retrieved from http://files.eric.ed.gov/fulltext/EJ920735.pdf

Rosen, D. E., & Purinton, E. (2004). Website design: Viewing the web as a cognitive landscape.
Journal of Business Research, 57(7), 787-794.

Socrates Projects Datbase. (2005). Effective Didactical Use of E- Books/ E-textbooks and
tablet PCs as Innovative Delivering Media (EDUET). Accessed on December 1, 2014 from
http://www.isoc.siu.no/isocii.nsf/searchall/2DD93B8A785A30E5C12570AD00314E1A

29