This document outlines a research agenda for a large-scale iPad initiative in the United Arab Emirates involving over 14,000 post-secondary students and faculty across three higher education institutions. It describes the implementation of the initiative at each institution and their research goals to study the impact of mobile technology on teaching and learning. At the Higher Colleges of Technology, where over 6,000 students and 300 faculty were involved, a formative research project was designed to evaluate the initiative and measure its achievement of goals such as individualized learning, use of progressive pedagogies, student engagement and motivation, and cross-institutional collaboration.
This document outlines a research agenda for a large-scale iPad initiative in the United Arab Emirates involving over 14,000 post-secondary students and faculty across three higher education institutions. It describes the implementation of the initiative at each institution and their research goals to study the impact of mobile technology on teaching and learning. At the Higher Colleges of Technology, where over 6,000 students and 300 faculty were involved, a formative research project was designed to evaluate the initiative and measure its achievement of goals such as individualized learning, use of progressive pedagogies, student engagement and motivation, and cross-institutional collaboration.
This document outlines a research agenda for a large-scale iPad initiative in the United Arab Emirates involving over 14,000 post-secondary students and faculty across three higher education institutions. It describes the implementation of the initiative at each institution and their research goals to study the impact of mobile technology on teaching and learning. At the Higher Colleges of Technology, where over 6,000 students and 300 faculty were involved, a formative research project was designed to evaluate the initiative and measure its achievement of goals such as individualized learning, use of progressive pedagogies, student engagement and motivation, and cross-institutional collaboration.
A research agenda for the UAE iPad Initiative Christina Gitsaki & Matthew A. Robby Plgher Colleges of 1echnology, uAL Troy Priest Zayed unlverslLy, uAL Khaled Hamdan & Yazid Ben-Chabane unlLed Arab LmlraLes unlverslLy, uAL
Introduction Learners Loday have dlrecL access Lo lnformaLlon Lhrough Lechnology and Lhe lnLerneL, Lhey manage Lhelr own learnlng ln lnformal seLLlngs, and Lhey have progressed beyond belng consumers of conLenL Lo become producers and publlshers. 1radlLlonal Leachlng and learnlng meLhods are becomlng less effecLlve aL engaglng sLudenLs and moLlvaLlng Lhem Lo achleve. Moblle Learnlng and lLs appllcaLlons have been uLlllzed wldely ln Lhe fleld of educaLlon, however, a recenL unLSCC reporL on Moblle Learnlng ln Afrlca and Lhe Mlddle LasL (AML) acknowledged Lhe dearLh of evldence-based research and Lhe llmlLed credlblllLy and LrusLworLhlness of avallable lnformaLlon on moblle learnlng ln Lhe AML reglon" whlle lL recommended case-bulldlng and evldence-developmenL on moblle learnlng ln supporL of Leachers, Leachlng and Leacher developmenL" (lsaacs, 2012, p.7). new and lnnovaLlve meLhods of learnlng Lhrough use of LableLs are creaLlng a new model of Leachlng and learnlng LhaL can occur anyLlme, anywhere and aL Lhe sLudenL's pace (!oshl, 2012). 1o lmprove learnlng wlLh moblle Lechnology new pedagogles need Lo be lmplemenLed, from Lhe lnqulry-based model Lo Lhe challenge-based and Lhe pro[ecL-based model, Lo lnLeresL-based learnlng and an open conLenL model as sLudenLs Lake academlc and clLlzen responslblllLles Lo deflne Lhelr fuLure learnlng lnLeresL and lmprove llfelong skllls. 1hls paper ouLllnes a recenL large scale moblle learnlng lnlLlaLlve ln Lhe unlLed Arab LmlraLes (uAL), lnvolvlng over 14,000 posL-secondary sLudenLs and faculLy ln Lhree hlgher educaLlon lnsLlLuLlons. 1he followlng secLlons presenL Lhe conLexL of Lhe lnlLlaLlve and lLs research lmpllcaLlons for each of Lhe Lhree lnsLlLuLlons. Background ln Aprll 2012, Lhe declslon was Laken by Lhe uAL MlnlsLry of Plgher LducaLlon Lo equlp all faculLy and sLudenLs ln Lhe loundaLlon programs of Lhe Lhree lederal lnsLlLuLlons, l.e. Lhe Plgher Colleges of 1echnology (PC1), Zayed unlverslLy (Zu), and Lhe unlLed Arab LmlraLes unlverslLy (uALu), wlLh lads for Lhe academlc year sLarLlng ln SepLember 2012. 1he loundaLlon program aL each lnsLlLuLlon alms Lo prepare hlgh school graduaLes wlLh Lhe necessary academlc skllls for undergraduaLe sLudy (lncludlng Lngllsh language proflclency, l1 skllls, research skllls, llbrary skllls, sLudy skllls). A naLlonal SLeerlng CommlLLee was assembled wlLh represenLaLlves from Lhe Lhree lnsLlLuLlons and Lhe ob[ecLlves of Lhe lad lnlLlaLlve were ouLllned as follows: Achleve lndlvlduallzed sLudenL learnlng conslsLenL wlLh 'osL-C Lra' Lrends. ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. "#$%&'&( $&) *#$+,'&( '& -'(,#% .)/+$0'1&2 3/45 6#%78#+0'9#7, :;(2). hLLp://lLhe.zu.ac.ae 2
lnLroduce challenge-based learnlng or oLher progresslve classroom pedagogy. lncrease sLudenL parLlclpaLlon and moLlvaLlon. Lnhance opporLunlLles for cross-lnsLlLuLlonal collaboraLlon beLween faculLy members. lncrease faculLy collaboraLlon Lhrough cross-lnsLlLuLlonal reposlLorles of learnlng ob[ecLs. laclllLaLe Lhe mlgraLlon Lo e-books. Lmpower faculLy Lo engage sLudenLs ln auLhenLlc, endurlng learnlng opporLunlLles. CreaLe pracLlce-ready sLudenLs who wlll lead Lhelr organlzaLlons lnLo a posL-C era. Model 21sL CenLury Learnlng by lnLegraLlng relevanL emerglng Lechnology ln and beyond Lhe classroom. (Cochran eL al., 2012, p.1) 1he uAL lad lnlLlaLlve meanL LhaL Lhe naLlonwlde launch of over 14,000 lads was unlque by all accounLs for any naLlon around Lhe world and lLs lmpllcaLlons for Lhe educaLlon of LmlraLl posL- secondary sLudenLs were expecLed Lo be far reachlng. AL Lhe sLarL of Lhe pro[ecL, Lhe SLeerlng CommlLLee launched a collaboraLlve webslLe, '8$)<,+0<$+<$#= developed lnlLlally by PC1 and laLer on badged as Lhe one-sLop shop for sharlng learnlng Lools. 1he alm of Lhe webslLe was Lo enable faculLy Lo locaLe effecLlve lad apps or learnlng ob[ecLs allgned wlLh Lhe currlculum, as well as Lo posL Leachlng and learnlng maLerlals on Lhe shared porLal along wlLh speclflc lnformaLlon regardlng Lhe uLlllLy and relevance of speclflc apps (Cochran eL al., 2012). 1he 2012-13 academlc year was declared by Lhe SLeerlng CommlLLee a perlod of LesLlng and lnnovaLlon ln whlch Lhe full range of opLlons and Lools wlll be explored" (Cochran eL al., 2012, p.3), whlle Lhe Lhree lnsLlLuLlons were encouraged Lo move educaLlon lnLo Lhe moblle learnlng era, Lo 'dlsrupL' LradlLlonal noLlons of Leachlng and learnlng and allgn Lhese wlLh Lhe needs of young 21sL cenLury learners. 1he followlng secLlons presenL Lhe lmplemenLaLlon of Lhe lad lnlLlaLlve ln each of Lhe Lhree lnsLlLuLlons and Lhelr research agendas for lnvesLlgaLlng Lhe lmpacL of Lhe use of moblle Lechnology on Leachlng and learnlng. Case study 1: The Higher Colleges of Technology 1he Plgher Colleges of 1echnology (PC1) are Lhe largesL of Lhe Lhree lederal Plgher LducaLlon lnsLlLuLlons ln Lhe uAL and comprlse 17 campuses across seven emlraLes. 1he lad lnlLlaLlve lnvolved 6,172 sLudenLs and 328 Leachers ln Lhe loundaLlon program. rlor Lo Lhe sLarL of Lhe semesLer, all loundaLlon Leachers aLLended an lnLenslve professlonal developmenL program beLween May and AugusL 2012 ln preparaLlon for Lhe use of lads ln Lhe classroom from SepLember 9 Lh , 2012. ln order Lo monlLor and evaluaLe Lhe lad lnlLlaLlve lmplemenLaLlon, a formaLlve applled research pro[ecL was deslgned. iPad project evaluation: aims and objectives LffecLlve program evaluaLlon can be deflned by a number of sLandards, many of whlch should always be consldered when performlng program evaluaLlons ln educaLlon: (a) /0'4'0> - evaluaLlons need Lo be Llmely and lnfluenLlal and serve Lhe lnformaLlon needs of programs, (b) 5#$7'?'4'0> - evaluaLlons should geL Lhe [ob done and be Lhorough, whlle belng efflclenL ln llmlLlng lmpacL on cosLs, Leachers, and sLudenLs, (c) 8%18%'#0> - program evaluaLlons need Lo be conducLed eLhlcally, flndlngs musL follow from Lhe evldence, and Lhey musL be honesL and unblased (l.e. daLa should noL be prlmarlly analyzed by Lhe people responslble for ensurlng LhaL Lhe program ls a good one), (d) $++/%$+> - evaluaLlons need Lo produce sound, preclse daLa, and ob[ecLlve lnformaLlon, (e) %#4#9$&+# - evaluaLlons need Lo provlde ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. "#$%&'&( $&) *#$+,'&( '& -'(,#% .)/+$0'1&2 3/45 6#%78#+0'9#7, :;(2). hLLp://lLhe.zu.ac.ae 3
resulLs LhaL are helpful ln developlng and lmprovlng programs or ln beLLer undersLandlng program effecLlveness (see 8ralnard, 1996, Chellmsky, 2007, Pealy, 2000, lsaac & Mlchael, 1997, ?arbrough eL al., 2011). LffecLlve program evaluaLlon ls based on careful deslgn, hypoLhesls developmenL, lnsLrumenL creaLlon, approprlaLe sampllng, sysLemaLlc daLa collecLlon, and Lhe use of approprlaLe quanLlLaLlve and quallLaLlve research meLhodologles Lo analyze daLa. 1he formaLlve applled research pro[ecL aL PC1 was an aLLempL Lo provlde sclenLlflcally-based research and evldenced-based measures of Lhe exLenL Lo whlch Lhe lad lnlLlaLlve lmplemenLaLlon has achleved Lhe goals ouLllned above, namely: achleved lndlvlduallzed sLudenL learnlng conslsLenL wlLh 'osL-C Lra' Lrends, lnLroduced progresslve classroom pedagogles Lo enhance sLudenL learnlng and achlevemenL of hlgher sLandards of success, empowered faculLy Lo engage sLudenLs ln auLhenLlc and endurlng learnlng opporLunlLles, lncreased sLudenL parLlclpaLlon, engagemenL and moLlvaLlon ln Lhe learnlng process, enhanced opporLunlLles for cross-lnsLlLuLlonal collaboraLlon beLween faculLy members Lhrough cross-lnsLlLuLlonal reposlLorles of learnlng ob[ecLs, faclllLaLed Lhe mlgraLlon of Lhe loundaLlon program Lo e-books and paperless resources, creaLed sLudenLs hlghly proflclenL ln use of Lechnologlcal lnnovaLlons Lo effecLlvely lead Lhelr organlzaLlons ln Lhe fuLure, and promoLed 21sL CenLury Learnlng by lnLegraLlng relevanL emerglng Lechnology ln and beyond Lhe classroom. Evaluation design 1he lad pro[ecL evaluaLlon deslgn followed quasl-experlmenLal research deslgns and uLlllzed rlgorous and ob[ecLlve evldence-based procedures. 1hese lncluded Lhe use of mlxed meLhods, mulLlple measures, LrlangulaLlon of resulLs, repllcaLlon acLlvlLles as parL of longlLudlnal research, and approprlaLe deslgn and sLaLlsLlcal conLrols, as well as analyLlcal procedures such as descrlpLlve and lnferenLlal sLaLlsLlcs. Data collection instruments and procedures 1he pro[ecL evaluaLlon deslgn soughL Lo address quesLlons ln Lhree maln domalns: pedagogy, conLenL and lnfrasLrucLure. A loglc model was developed lncludlng lnpuLs (resources), acLlvlLles (acLlons Lo affecL change), and ouLpuLs (producLs of Lhe acLlvlLles), as well as shorL-Lerm, lnLermedlaLe, and long-Lerm ouLcomes (see PoneycuL & kegler, 2010). 1he loglc model helped Lo clarlfy Lhe key componenLs of Lhe program, lnLervenLlon, sLraLegles, or key pracLlce/ acLlvlLles, and helped Lo provlde a vlsual of Lhe process of a program and clarlfy Lhe Lheory of acLlon as well as Lhe key performance lndlcaLors (see llgure 1). As pro[ecL resulLs cannoL be accuraLely lnLerpreLed wlLhouL knowlng Lhe requlred deLalls of lLs lmplemenLaLlon, supporLlng daLa from dlfferenL sources helped Lo ensure Lhe Lhoroughness and accuracy of Lhe evaluaLlon (see lsaac & Mlchael, 1997, klng, Morrls, & llLz-Clbbon, 1987).
ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. "#$%&'&( $&) *#$+,'&( '& -'(,#% .)/+$0'1&2 3/45 6#%78#+0'9#7, :;(2). hLLp://lLhe.zu.ac.ae 4
!"#$%& () *+#", -+.&/ 01.123&. 4%+- 5+6&7,$3 8 9&#/&%: ;<(<=> ln order Lo assess Lhe use of lads ln changlng pedagogy acLlvlLles and pracLlces, Lhe evaluaLlon pro[ecL soughL Lo deflne and fully descrlbe Lhe slgnlflcanL componenLs and sLraLegles bullL lnLo Lhe key appllcaLlons hypoLheslzed Lo produce changes ln sLudenL moLlvaLlon, Lngllsh language developmenL and academlc skllls. 1he analysls correlaLed Lhe level of use of lads and speclflc appllcaLlons wlLh changes ln sLudenLs' language developmenL and lmprovemenL of skllls such as readlng, wrlLlng, grammar, and vocabulary. ln cases where dlfferenL Colleges were uslng dlfferenL seLs of lad appllcaLlons ln Lhelr program, comparlsons were drawn beLween sLudenL groups and classrooms engaged ln Lhe use of Lhese appllcaLlons. 1he evaluaLlon also examlned Lhe lmpacL on raLes of progresslon ln Lhe loundaLlon program uslng pre/posL assessmenL changes ln loundaLlon and PC1 progresslon formulas. 1hese resulLs were dlsaggregaLed by level and group, conLrolllng for basellne varlablllLy, exLreme scores and LhreaLs Lo lnLernal sLudy valldlLy. ln order Lo examlne faculLy and sLudenL aLLlLudes Lowards Lhe use of Lhe lad for learnlng Lngllsh, Lhe evaluaLlon used pre/posL sLudenL and faculLy survey lnsLrumenLs wlLh valld and rellable scales for measurlng saLlsfacLlon, helpfulness and value of Lhe lad for enhanclng language developmenL. 1hese surveys helped Lo lnvesLlgaLe changes ln sLudenL moLlvaLlon, aLLlLudes, self-efflcacy and level of engagemenL ln College and ouL-of-class learnlng acLlvlLles. Lesson observaLlons, process surveys, focus groups and lnLervlews wlLh Leachers helped monlLor lmplemenLaLlon of Lhe lad pro[ecL and ldenLlfy areas where modlflcaLlons could occur Lo lmprove and ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. "#$%&'&( $&) *#$+,'&( '& -'(,#% .)/+$0'1&2 3/45 6#%78#+0'9#7, :;(2). hLLp://lLhe.zu.ac.ae 3
supporL dellvery of Lhe loundaLlon lad program. 1hese resulLs helped Lo reporL on Lhe lnlLlal lmpacL of Lhe lad program and shape furLher developmenLs and lmprovemenLs ln Lhe use of Lhe lads. 1he daLa collecLlon procedures for Lhe lnlLlal program lmplemenLaLlon were drlven by clear research quesLlons lncludlng Lhe followlng: Pow much varlaLlon occurs from slLe Lo slLe ln Lhe use of speclflc appllcaLlons? WhaL evldence ls Lhere LhaL Lhe lad ls belng fully lmplemenLed and lnLegraLed ln Leachlng and learnlng? Pow effecLlve are Lhe key appllcaLlons used for Leachlng and learnlng? WhaL are Lhe besL pracLlces wlLhln PC1 ln Lhe use of lads? Pas Lhe lad lnlLlaLlve been lmplemenLed aL every slLe as planned? Pave some componenLs of Lhe plan been dropped or modlfled? Pave cruclal acLlvlLles ln facL occurred as planned? WhaL Lechnlques are used ln each College Lo monlLor or modlfy operaLlons? WhaL plannlng or problem-solvlng meeLlngs occurred? Pow do Lhe acLlvlLles flL Lhe pro[ecL goals and ob[ecLlves? WhaL ls Lhe value of Lhe lnlLlal dellvery lnformaLlon/daLa belng provlded? WhaL ls belng done Lo moLlvaLe sLudenL parLlclpaLlon and engagemenL? WhaL do Lhe crlLlcal acLlvlLles of Lhe program look llke aL dlfferenL sLages of Lhe loundaLlon program? Pow can Lhe program lmplemenLaLlon and lmpacL of appllcaLlon be lmproved? ln order Lo deLecL follow up effecLs of Lhe program, a longlLudlnal approach Lo Lhe evaluaLlon of Lhe lad program was developed and adopLed. 1able 1 ouLllnes Lhe key ob[ecLlves, quesLlons, daLa collecLlon lnsLrumenLs and measures for Lhe evaluaLlon of Lhe lad lnlLlaLlve ln Lhe PC1 loundaLlons program.
ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. "#$%&'&( $&) *#$+,'&( '& -'(,#% .)/+$0'1&2 3/45 6#%78#+0'9#7, :;(2). hLLp://lLhe.zu.ac.ae 6
1ab|e 1: key ob[ect|ves |n the eva|uat|on of the nC1 |ad |mp|ementat|on (Ioundat|on program).
In-C|ass Leve| of Use of |ad to Lnhance Learn|ng Lva|uat|on Cb[ect|ve Lva|uat|on uest|ons Instruments Measures 1o deLermlne Lhe self- reporLed |eve| of use of the |ad |n-c|ass and Co||ege for |earn|ng Lng||sh. WhaL ls Lhe level of use of Lhe lad ln class and College for: (a) dolng Lngllsh readlng, (b) Laklng noLes, (c) worklng on grammar, (d) uslng new vocabulary, (e) researchlng words, (f) pracLlclng wrlLlng, (g) pracLlclng llsLenlng, (h) dolng presenLaLlons, (l) lnLeracLlng wlLh classmaLes, and ([) accesslng maLerlals? 1. SemesLer 1 & 2 SLudenL Surveys 2. valld and rellable survey lLems and scales 1. Survey Measures and scale scores 2. lrequencles 3. Craphs 4. earson CorrelaLlons, chl- square and phl sLaLlsLlcs 3. AnCvA 6. Alpha 8ellablllLy |ad and Cut of C|ass Learn|ng Lva|uat|on Cb[ect|ve Lva|uat|on uest|ons Instruments Measures 1o deLermlne wheLher use of Lhe lad ls assoclaLed wlLh |mprov|ng out of c|ass |earn|ng act|v|t|es. ls Lhe use of Lhe lad and/or speclflc apps assoclaLed wlLh changes, dlfferences, and/or lncreases ln: (a) dolng Lngllsh homework, (b) revlewlng Lngllsh lessons, (c) revlewlng new vocabulary, (d) wrlLlng pracLlce, and (e) accesslng learnlng resources? 1. SemesLer 1 & 2 SLudenL Surveys 1. Survey measures and scale scores 2. lrequencles 3. Craphs 4. earson correlaLlons, chl- square and phl sLaLlsLlcs 3. AnCvA 6. Alpha 8ellablllLy |ad Impact on Mot|vat|on and Lngagement to Study Lng||sh Lva|uat|on Cb[ect|ve Lva|uat|on uest|ons Instruments Measures 1o deLermlne wheLher use of Lhe lad ls assoclaLed wlLh |mprov|ng student |eve| of mot|vat|on and engagement to study Lng||sh. ls Lhe use of Lhe lad and/or speclflc apps assoclaLed wlLh changes, dlfferences, and/or lncreases ln: (a) moLlvaLlon Lo learn Lngllsh, (b) moLlvaLlon Lo aLLend class, (c) sLudylng more, (d) lmprovlng sLudy skllls, (e) managlng Llme, (f) lncreaslng confldence Lo learn Lngllsh? 1. SemesLer 1 & 2 SLudenL Surveys 1. Survey Measures and scale scores 2. lrequencles 3. Craphs 4. earson CorrelaLlons, chl- square and phl sLaLlsLlcs 3. AnCvA 6. Alpha 8ellablllLy ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. "#$%&'&( $&) *#$+,'&( '& -'(,#% .)/+$0'1&2 3/45 6#%78#+0'9#7, :;(2). hLLp://lLhe.zu.ac.ae 7
|ad Impact on Lng||sh Language Deve|opment & Study Sk|||s Lva|uat|on Cb[ect|ve Lva|uat|on uest|ons Instruments Measures 1o deLermlne wheLher use of Lhe lad ls assoclaLed wlLh se|f-reported |mprovements |n student Lng||sh sk|||s. ls Lhe use of Lhe lad and/or speclflc apps assoclaLed wlLh changes, dlfferences, and/or lmprovemenLs ln: (a) readlng, (b) grammar skllls, (c) vocabulary skllls, (d) llsLenlng skllls, (e) wrlLlng skllls? 1. SemesLer 1 & 2 SLudenL Surveys 1. Survey Measures and scale scores 2. lrequencles 3. Craphs 4. earson CorrelaLlons, chl- square and phl sLaLlsLlcs 3. AnCvA 1o deLermlne how use of Lhe lad has pos|t|ve|y |mpacted students' Lng||sh |anguage |earn|ng. Pas use of Lhe lad lncreased: (a) readlng skllls, (b) llsLenlng skllls, (c) wrlLlng skllls, (d) grammar skllls, (e) vocabulary skllls, (f) expresslve language, and (g) engagemenL ln lndependenL learnlng acLlvlLles? 1. SemesLer 1& 2 1eacher Surveys 1. Survey Measures and scale scores 2. lrequencles 3. Craphs 4. earson CorrelaLlons, chl- square and phl sLaLlsLlcs. 3. AnCvA 6. Alpha 8ellablllLy 1o deLermlne how use of Lhe lad has pos|t|ve|y |mpacted students' |anguage deve|opment and study sk|||s. 1. ls Lhe use of Lhe lad assoclaLed wlLh pre/posL changes, dlfferences, and/or lmprovemenLs ln: (a) classroom aLLendance, (b) raLes of progresslon ln loundaLlons, (c) raLes of progresslon lnLo 8AS, and (d) skllls ln readlng, grammar and vocabulary, and wrlLlng, llsLenlng and speaklng? 1. 8asellne and SemesLer 1 & 2 AssessmenLs ln loundaLlons (levels 1-3) 1. Scale Scores and ComponenL Scores 2. lLL1S Cverall and 8and Scores 3. AggregaLe Scores and Coursework Crades 4. ALLendance raLes and wlLhdrawal codes 3. 1-LesLs, AnCvA, AnCCvA, and 8egresslon ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. "#$%&'&( $&) *#$+,'&( '& -'(,#% .)/+$0'1&2 3/45 6#%78#+0'9#7, :;(2). hLLp://lLhe.zu.ac.ae 8
|ad Impact on 1each|ng Lng||sh Lva|uat|on Cb[ect|ve Lva|uat|on uest|ons Instruments Measures 1o deLermlne how use of Lhe lad has pos|t|ve|y changed teach|ng. Pow has Leachlng Lngllsh ln Lhe classroom changed from Lhe lad? Pas use of Lhe lad helped: (a) re-purpose Leachlng maLerlals, (b) develop more Leachlng maLerlals, (c) changed Leachlng, (d) produce a more sLudenL-cenLered approach, (e) manage classroom acLlvlLles, (f) enhanced communlcaLlon wlLh sLudenLs, (g) share maLerlals more efflclenLly, (h) model acLlvlLles beLLer, (l) beLLer asslgn homework acLlvlLles. 1. SemesLer 1& 2 1eacher Survey 1. Survey Measures and scale scores 2. lrequencles 3. Craphs 4. earson CorrelaLlons, chl- square and phl sLaLlsLlcs. 3. AnCvA 6. Alpha 8ellablllLy Lffect|ve 1each|ng Act|v|t|es & Strateg|es w|th |ad Apps Lva|uat|on Cb[ect|ve Lva|uat|on uest|ons Instruments Measures 1o ldenLlfy lnnovaLlve and successful examples of how teachers have |ncorporated the |ad |nto the c|assroom re|at|ve to use of apps, |essons, |nstruct|ona| strateg|es, and the effect|ve use |n the Ioundat|on rogram. 1. 1o whaL exLenL are Leachers demonsLraLlng Lhe lmporLanL skllls requlred by Lhe loundaLlon rogram by lnLegraLlng Lhe lad? 1. 1eacher lnLervlews 2. Lesson CbservaLlons 1. Summary of lnLervlew noLes and lesson observaLlons aL each College. 2. uescrlpLlon of key lnlLlaLlves, Leachlng acLlvlLles, besL pracLlces, and any key challenges. 3. lmplemenLaLlon monlLorlng wlLh reporLs Lo follow.
ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. leotoloq ooJ 1eocbloq lo nlqbet Jocotloo. Colf letspectlves, 10(2). hLLp://lLhe.zu.ac.ae 9
Case Study 2: Zayed University Zayed unlverslLy (Zu) ls an Lngllsh medlum unlverslLy based on Lhe Amerlcan model, whlch ls accredlLed by Lhe Mlddle SLaLes Commlsslon on Plgher LducaLlon, one of Lhe slx uS reglonal accredlLors. Zu ls a federal unlverslLy wlLh Lwo campuses, one ln Abu uhabl and one ln uubal, servlng a mosLly LmlraLl populaLlon. 1he moblle learnlng lnlLlaLlve was lmplemenLed ln Lhe fall of 2012 wlLh approxlmaLely 3,000 flrsL and second year sLudenLs ln Lhe unlverslLy's language foundaLlon program, or Academlc 8rldge rogram (A8). 1he goal of Lhe moblle learnlng lnlLlaLlve was Lo leverage Lhe pedagoglc affordances of Lhe lad Lo lmprove learnlng flrsL ln Lhe A8 and Lhen ln Zu's Ceneral LducaLlon program, before belng lnLroduced Lo Lhe varlous colleges and ma[ors ln Lhe unlverslLy. Slnce Lhe lmplemenLaLlon of moblle devlces ln Lhe A8 we have been lnLeresLed ln measurlng whaL effecL Lhe lad has had on learnlng. We wanL Lo know how efflcaclous Lhls Lool ls for lmprovlng language learnlng. We are also lnLeresLed ln explorlng Lhe pedagoglc lmpllcaLlons and ln whaL ways moblle devlces can be used Lo leverage sLudenL learnlng boLh lnslde and ouLslde Lhe classroom. ln Lhe sprlng of 2012, prlor Lo Lhe lmplemenLaLlon, Lhe A8 conducLed an exploraLory plloL pro[ecL Lo lnvesLlgaLe Lhe Lechnlcal and pedagoglcal lmpllcaLlons of Lhe lads ln Lhe classroom. 1he plloL lnvolved over 90 sLudenLs ln seven secLlons wlLh eleven Leachers. 1he plloL lasLed for 8 weeks and explored Lhe Lechnlcal and pedagoglc lmpllcaLlons of moblle devlces whlle complllng a llLeraLure revlew on besL pracLlces and research assoclaLed wlLh moblle devlces ln language learnlng conLexLs. We dlscovered LhaL whlle Lhere ls an emerglng body of llLeraLure avallable on moblle devlces ln educaLlon, especlally ln k-12, Lhere ls llLLle large-scale research on Lhe use of moblle devlces ln LerLlary second language classrooms. 1he A8 began Lo collecL daLa ln Lhe followlng areas: 1eachers were surveyed on Lhelr percepLlons of lads as a Leachlng Lool, Lhelr readlness Lo use Lhe lad as a Leachlng Lool and Lhelr percepLlons of Lhe Lralnlng and supporL avallable Lo Lhem. SLudenLs' percepLlons of Lhe use of lads as a learnlng Lool were lnvesLlgaLed Lhrough focus groups. AnecdoLal daLa was collecLed Lhrough classroom observaLlons of lessons ln whlch Lhe lad was an lnLegral parL. 1hls has allowed Lhe deparLmenL Lo see (albelL ln a somewhaL arLlflclal envlronmenL) how Lhe lad has been used ln lesson deslgn. edagoglc lmpllcaLlons of moblle devlces are belng explored Lhrough Lhe formaLlon of acLlon learnlng groups. 1hese groups allow Leachers Lo explore and collaboraLe on effecLlve use of moblle devlces ln Leachlng and learnlng. 1here was very llLLle large-scale research avallable on Lhe besL use of moblle devlces ln LerLlary LSL conLexLs Lo bulld a pedagoglcal model ahead of Lhe lmplemenLaLlon of moblle devlces. 1he A8 was also consLralned by Lhe lack of Llme Lo collecL daLa and conducL research lnLo Lhe pedagoglc affordances of moblle devlces. ln facL, where oLher lnsLlLuLlons, such as Wollongong unlverslLy ln AusLralla, had Lwo years Lo prepare, Zayed unlverslLy had [usL flve monLhs from Lhe announcemenL of Lhe lnLroducLlon of lads Lo Lhe lmplemenLaLlon lLself, and Lwo of Lhese monLhs were Laken up by Lhe summer vacaLlon of faculLy and sLaff. WlLh Lhree monLhs Lo prepare, Lhe A8 and unlverslLy declded Lo devoLe Lhe llmlLed Llme and resources avallable professlonal developmenL opporLunlLles for faculLy, Lhereby helplng faculLy become comforLable wlLh lads and Lralnlng Lhem on Lhe use of Lhe devlce lLself. AfLer lmplemenLaLlon, ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. leotoloq ooJ 1eocbloq lo nlqbet Jocotloo. Colf letspectlves, 10(2). hLLp://lLhe.zu.ac.ae 10
and Lo avold a tecbooloqy-Jtlveo peJoqoqy, Leachers were encouraged Lo use Lhe lad wlLh sLudenLs only when Lhey felL lL could help promoLe learnlng and add value Lo currenL pracLlces. 1he bulk of resources wenL Lo Lralnlng and famlllarlzlng faculLy wlLh Lhe devlce prlor Lo lmplemenLaLlon. ShorLly afLer Lhe lmplemenLaLlon, A8 faculLy were surveyed on how well prepared Lhey felL for lads as a Leachlng Lool. 1hroughouL Lhe flrsL semesLer, Lhe A8 conLlnued Lo offer lad supporL Lhrough weekly [usL-ln-Llme professlonal developmenL workshops, a drop-ln help cenLer, 'brown bag' lunch gaLherlngs, and one-on-one sesslons. 1able 2 shows Leachers' feellngs Lowards Lhelr preparedness and comforL uslng Lhe lad as a Leachlng Lool boLh aL Lhe beglnnlng of Lhe academlc year and aL Lhe end of Lhe flrsL semesLer. 8y Lhe end of Lhe flrsL semesLer, lL appears from Lhls daLa LhaL approxlmaLely 73 of Lhe faculLy surveyed felL prepared and comforLable uslng Lhe devlce as a Leachlng Lool.
!"#$% '( !%")*%+ ,-+.%/ +%,-$0,1 2-+.%/ 30%4 5+% ,%4%,0%+ 6 57,0 ,%4%,0%+ 6 l have had adequaLe Lralnlng ln Lechnology use, lncludlng lads. 34 73 l have a sufflclenL level of Lechnlcal supporL aL my campus for lads and assoclaLed Lechnology. 73 76 l feel comforLable uslng lads for classroom lnsLrucLlon. 39 77 l feel prepared Lo effecLlvely lnLegraLe Lechnology (lads) lnLo Lhe currlculum ln my classroom. 46 73
Next steps 1he unlverslLy ls now collecLlng Lhe daLa needed Lo conducL a longlLudlnal sLudy. 1he daLa we collecL from wlLhln Lhe deparLmenL (exam resulLs, speed of sLudenLs progresslng Lhrough Lhe program) wlll only show Lhe lmpacL of Lhe moblle devlces over Lhe course of a year and beyond. Cver Lhe nexL year or so, Lhe lmpacL of moblle devlces on Leachlng and learnlng wlll be beLLer undersLood. As Lhe lmplemenLaLlon aL Zayed unlverslLy moves beyond language classrooms and lnLo Lhe conLenL courses ln Lhe Ceneral LducaLlon program, research quesLlons wlll llkely broaden. Some of Lhe more lnLeresLlng research areas for Lhe lnsLlLuLlon are: Can gamlflcaLlon (Zlchermann & Cunnlngham, 2011) of currlcula poslLlvely lmpacL learnlng? Can exlsLlng maLerlals be adapLed for use wlLh moblle devlces? WhaL lmpacL does moblle learnlng have on Lhe developmenL of maLerlals? lf engagemenL lncreases due Lo moblle devlces, how does LhaL relaLe Lo shorL-Lerm learnlng galns demonsLraLed by exam resulLs and more long-Lerm learnlng galns exempllfled by Lhe reLenLlon and Lransfer of skllls ln oLher conLexLs, developmenL of problem-solvlng skllls, eLc.? ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. leotoloq ooJ 1eocbloq lo nlqbet Jocotloo. Colf letspectlves, 10(2). hLLp://lLhe.zu.ac.ae 11
Zu ls also pursulng a publlc-prlvaLe parLnershlp wlLh Lhe Amerlcan lnsLlLuLe for 8esearch (Al8) Lo research Lechnology medlaLed learnlng acLlvlLles LhaL alm Lo enhance LargeLed academlc Lngllsh compeLencles. Some posslble research quesLlons focus on Lhe exLenL Lo whlch moblle Lechnology enhanced envlronmenLs lnfluence: sLudenLs' cognlLlve load when processlng academlc Lngllsh LexLs, sLudenLs' level of engagemenL wlLh and aLLenLlon Lo speclflc feaLures ln academlc Lngllsh LexLs, sLudenLs' lnLeracLlon wlLh peers, on exLended Lasks around Lhe consumpLlon and producLlon of academlc Lngllsh LexLs (see kam, 2013). 1hese research quesLlons pose challenges for our lnsLlLuLlon ln LhaL Lhey are longlLudlnal pro[ecLs requlrlng susLalned coordlnaLlon and resources. Cne source of daLa for Lhe longlLudlnal research wlll be LesL scores of lLL1S exams and Lhelr sub-scores, whlch wlll be collecLed for every sLudenL exlLlng Lhe A8. 1he lLL1S scores of sLudenLs graduaLlng from each of Zu's colleges wlll also be collecLed. 1he shorL- Lerm galns can be measured by exam resulLs, medlum-Lerm galns wlll be measured by Lhe Llme Laken by sLudenLs Lo progress Lhrough Lhe A8 program. Cver Lhe nexL academlc year, moblle learnlng and lLs effecL on pedagogy and learnlng, wlll be an area of greaL lnLeresL LhroughouL Lhe unlverslLy. Case Study 3: United Arab Emirates University uslng moblle learnlng and oLher Lechnology ls ofLen challenglng Lo sLudenLs' capablllLles and someLlmes lnLlmldaLlng, especlally for Lhose who have never used lL before. AL unlLed Arab LmlraLes unlverslLy (uALu), we explored how sLudenLs' classroom use of moblle Lechnology made a slgnlflcanL lmprovemenL when lL was well lnLegraLed lnLo sLudenLs' personal skllls, lncludlng organlzaLlon skllls, communlcaLlon skllls, assumlng responslblllLles, crlLlcal readlng and wrlLlng skllls, problem solvlng, class engagemenL, lncreaslng learnlng lnLeresL, emphaslzlng communlLy conLrlbuLlon and self-evaluaLlon. 1he sLudy also soughL Lo examlne Lhe sLudenLs' sLruggle, whlch ls due as much Lo a lack of lndlvldual and personal skllls as Lo Lhe level of academlc developmenL. The iPad initiative at UAEU ln Lhe moblle learnlng envlronmenL of Lhe uALu new learnlng unlLs, modules and acLlvlLles were deslgned Lo supporL sLudenLs ln Lhe new learnlng process boLh aL an lndlvldual and aL a collaboraLlve level: lndlvldually Lo empower sLudenLs' sLudy and llfelong skllls and ln groups Lo help Lhem Lake on Lhe challenge of a group pro[ecL Lo help lmprove Lhelr collaboraLlon, communlcaLlon, problem solvlng and crlLlcal Lhlnklng skllls. ln Lhls sLudy we consldered Lhe facLors LhaL may affecL sLudenLs' performance and success, such as sLudenLs' creaLlvlLy and lnnovaLlon skllls, Lhe Lechnology used, collaboraLlon and Leamwork skllls, Lhlnklng skllls, communlcaLlon skllls, Llme managemenL and organlzaLlon skllls. 1he use of Lechnology ls generally relaLed Lo an lncrease ln sLudenL performance when lnLeracLlvlLy and oLher lmporLanL feaLures of lnsLrucLlonal deslgn are applled Lo lLs use: ln Lhe currenL sLudy, we have already seen a slgnlflcanL lmprovemenL ln sLudenLs' performance for Lhe above menLloned skllls compared wlLh prevlous cohorLs. ln Lhls sLudy we are also looklng aL Leacher preparaLlon, follow-up sLaff developmenL, and Lechnlcal asslsLance as crlLlcal prerequlslLes for effecLlve Lechnology appllcaLlons. lanned lnLegraLlon of Lechnology ln educaLlon LhaL dlrecLly lnvolves Leachers conslsLenLly allows Leachers Lo engage sLudenLs ln meanlngful educaLlonal experlences and allows more Llme for lndlvlduallzed lnsLrucLlonal opporLunlLles (Moeller & 8elLzes, 2011). ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. leotoloq ooJ 1eocbloq lo nlqbet Jocotloo. Colf letspectlves, 10(2). hLLp://lLhe.zu.ac.ae 12
1he sLudy aL uALu uLlllzed a survey whlch was admlnlsLered Lo Lhe lnLervenLlon group comprlslng 63 secLlons (1,233 sLudenLs) and 13 Leachers, as well as Lo Lhe conLrol group comprlslng Lwo secLlons (30 sLudenLs) and one Leacher. 8oLh groups, experlmenLal and conLrol, were aLLendlng Lhe same foundaLlon l1 course, LlLled l1ecbooloqy. Why this experience? ln Lhe lasL Lwo years, lL has become vlLal Lo reform our currenL learnlng process under Lhe Lheme of '8e-Lhlnk how sLudenLs should learn ln Lhe 21sL CenLury'. AL uALu we belleve LhaL we have reached a Llpplng polnL where maklng changes Lo Lhe currenL learnlng process ls lnevlLable for many reasons. lor example, Loday learners have lnsLanL access Lo lnformaLlon Lhrough Lechnology and Lhe web, and Lhey do noL rely on Lhe Leacher as Lhe only source of knowledge: an lnsLlLuLlonal lnformaLlon LlLeracy survey conducLed ln 2011 found LhaL 90 of our sLudenLs used Lhe lnLerneL as a knowledge reposlLory, so Lhe Leacher's role clearly needs Lo be redeflned. 1he Leacher should play Lhe role of Lhe faclllLaLor who guldes and helps sLudenLs noL only Lo locaLe lnformaLlon buL also Lo quesLlon Lhe lnformaLlon, reflecL on lL and formulaLe an oplnlon. AnoLher reason ls Lhe advenL of moblle learnlng Lechnology. Cur lnsLlLuLlon dld noL heslLaLe Lo lnLegraLe Lhe lad as a prlmary learnlng and Leachlng Lool, lL was a greaL opporLunlLy for us Lo Lransform Lhe currenL learnlng process. Moblle learnlng ls deflned as learnlng uslng moblle and wlreless compuLlng Lechnologles ln a way Lo promoLe learners' moblllLy (Shon, 2008). ln our sLudy we deflned moblle learnlng as maklng conLenL knowledge accesslble anyLlme, anywhere aL Lhe learner's pace uslng a moblle devlce. We deflned each componenL of Lhe learnlng process as shown ln llgure 2. 8)09.% 3:,0+-)07+: faclllLaLes learnlng lnslde and ouLslde Lhe classroom, engages sLudenLs ln Lhe learnlng process, allows sLudenLs Lo parLlclpaLe ln deslgnlng Lhelr own conLenL and conLrlbuLes Lo Lhe deslgn of learnlng assessmenL. 8)09.% $%"+:%+: personallzes learnlng, accesses conLenL anyLlme, engages wlLh oLhers ln a collaboraLlve envlronmenL, formulaLes oplnlons, lnLeracLs wlLh oLher learnlng communlLles, communlcaLes effecLlvely, shares and publlshes flndlngs. ;+%"09.% <%=">7>/: boLh Lhe lnsLrucLor and Lhe learners declde on whaL Lo learn and how lL should be learned. 1he pedagogy promoLes an lnqulry- and challenge-based learnlng model where Leachers and sLudenLs work LogeLher Lo learn abouL compelllng lssues, propose soluLlons Lo real problems, and Lake acLlon. 1hls approach asks sLudenLs Lo reflecL on Lhelr learnlng, on Lhe lmpacL of Lhelr acLlons and publlsh Lhelr soluLlons Lo a worldwlde audlence. ?$%@9#$% )-++9)-$-4: a core currlculum ls deslgned, buL Lhe faclllLaLor has Lhe freedom Lo lnnovaLe and cusLomlze conLenL accordlngly based on Lhe asplraLlon of Lhe learners, Lhls means LhaL Lhe learner's knowledge of Lhe maLerlal wlll come malnly from hls/her own lnvesLlgaLlon (of formal and lnformal conLenL), creaLlvlLy and collaboraLlon wlLh oLhers (Leamwork). ;744-:90/ 7-0+%")*: allow groups of sLudenLs Lo formulaLe real-world conLexL research quesLlons, and connecL sLudenLs wlLh Lhelr local learnlng and larger communlLles Lo flnd creaLlve soluLlons Lo Lhelr problems. CreaLe opporLunlLles Lo connecL sLudenLs wlLh lnLernaLlonal communlLles. 1hese opporLunlLles wlll fosLer sLudenLs' soclal and leadershlp skllls.
ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. leotoloq ooJ 1eocbloq lo nlqbet Jocotloo. Colf letspectlves, 10(2). hLLp://lLhe.zu.ac.ae 13
?9>-+% '( A7#9$% $%"+:9:> "<<+7")*1 1he lnLegraLlon of moblle learnlng lnLo Lhe currlculum ralsed several quesLlons by lnsLrucLors, currlculum deslgners and admlnlsLraLors, on Loplcs from lnfrasLrucLure Lo classroom Leachlng and assessmenL: uoes Lhe currenL l1 lnfrasLrucLure supporL Lhls lnLegraLlon? WhaL Lo Leach and how Lo Leach? WhaL ls an effecLlve pedagogy? Pow should conLenL be dellvered? Pow should learnlng be assessed? WhaL ls Lhe dlrecL effecL of Lhe MLA on sLudenLs' performance? 1he ulLlmaLe ob[ecLlve of lmplemenLlng a new learnlng process was Lo deslgn a currlculum and a creaLlve pedagogy orlenLed Loward Lhe culLlvaLlon of Lhe creaLlve person and Lhe dlscovery and exploraLlon of Lhe creaLlve ldea. 1hls ob[ecLlve led us Lo deslgn a comprehenslve learnlng experlence wlLh new learnlng ouLcomes where we dellberaLely lnfused new pracLlcal skllls, whlch we call Lhe foot cs: CrlLlcal Lhlnklng and problem solvlng, CreaLlvlLy and lnnovaLlon, CommunlcaLlon, and CollaboraLlon. CLher skllls were lmpllclLly lnfused lnLo Lhe currlculum such as self-learnlng, lnLerdependence, llfelong learnlng, flexlblllLy and adapLablllLy, and Laklng on academlc responslblllLles. uALu ls currenLly embarklng on an emplrlcal sLudy Lo assess Lhese changes. ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. leotoloq ooJ 1eocbloq lo nlqbet Jocotloo. Colf letspectlves, 10(2). hLLp://lLhe.zu.ac.ae 14
Conclusion 1he lmpacL of moblle devlces ln Lhe LerLlary language classroom ls a fleld rlpe for research. Powever such research requlres Llme and resources Lo conducL, whlch were lacklng ln Lhe lead up Lo Lhe uAL lad lmplemenLaLlon. 1he Llmeframe for Lhe lnLroducLlon of lads ln Lhe Lhree lederal lnsLlLuLlons was relaLlvely shorL compared wlLh oLher unlverslLles. lor example Wollongong unlverslLy, prlor Lo Lhelr roll ouL of moblle devlces, conducLed a four-semesLer lnvesLlgaLlon lnLo Lhe pedagoglcal affordances provlded by Lhe devlces and ln order Lo avold a Lechnology-drlven pedagogy, Lhe pro[ecL lnvesLlgaLed ways of deslgnlng and lmplemenLlng Leachlng ln auLhenLlc conLexLs LhaL would enhance sLudenL learnlng wlLh undersLandlng" (PerrlngLon eL al., 2009). SupporL for naLlonal research and developmenL for Lechnology appllcaLlons ln educaLlon ls crlLlcal Lo keep up wlLh Lhe level of emerglng Lechnologles. Powever, less Lhan one percenL of governmenL fundlng for Lechnology research and developmenL ls dedlcaLed Lo educaLlonal appllcaLlons of Lechnology. Lvldence ls mounLlng LhaL Lhere are sLlll many unanswered quesLlons abouL educaLlonal uses of moblle Lechnology, and Lherefore, more research ls needed Lo lnform educaLors and sofLware developers abouL Lhe mosL effecLlve and needed uses of moblle Lechnology for Leachlng and learnlng (Pamdan & Asmar, 2012). 1he Lhree case sLudles ouLllned ln Lhls paper serve as LesLlmony Lo Lhe need for well-deslgned longlLudlnal research, lf we are Lo undersLand how large scale lnlLlaLlves, such as Lhe uAL lad lnlLlaLlve, affecL classroom pedagogy and learnlng. References 8ralnard, L. (1996). 5cbool ltoqtom volootloo. 8loomlngLon, lndlana u.S.A.: hl uelLa kappa LducaLlonal loundaLlon. Chellmsky, L. (2007). lacLors lnfluenclng Lhe cholce of meLhods ln federal evaluaLlon pracLlce. New ultectloos fot volootloo, 113, 13-33. Cochran, 1., 8en Pallm, 1., khalll, k., & Cllroy, 8. (2012). lloJ lmplemeototloo ftomewotk (verslon 1.67). unlLed Arab LmlraLes unlverslLy, Zayed unlverslLy, Plgher Colleges of 1echnology, uAL. Pamdan, k., & Asmar, M. (2012). lmprovlng sLudenL performance uslng lnLeracLlve smarL board Lechnology. aper presenLed aL Lhe lnnovaLlons 9 Lh lnLernaLlonal Conference ln lnformaLlon 1echnology, uAL unlverslLy, Al Aln, uAL. Pealy, M. (2000) knowlng whaL works: program evaluaLlon. New ultectloos fot 5toJeot 5etvlces, 90, 37- 63. PerrlngLon, !., PerrlngLon, A., ManLel, !., Clney, l., & lerry, 8. (2009). uslng moblle Lechnologles Lo develop new ways of Leachlng and learnlng. ln !. PerrlngLon, A. PerrlngLon, !. ManLel, l. Clney, & 8. lerry, (Lds.) New tecbooloqles, oew peJoqoqles. Moblle leotoloq lo blqbet eJocotloo (pp. 1-14). laculLy of LducaLlon, unlverslLy of Wollongong, AusLralla. PoneycuL, S., & kegler, M.C. (2010). Loglc models as a plaLform for program evaluaLlon plannlng, lmplemenLaLlon, and use of flndlngs. Summer LvaluaLlon lnsLlLuLe, Amerlcan LvaluaLlon AssoclaLlon. lsaac, S. & Mlchael, W.8. (1997). nooJbook lo teseotcb ooJ evolootloo. (3 rd ed.). San ulego, CA: LducaLlonal and lndusLrlal 1esLlng Servlces. lsaacs, S. (2012). Moblle leotoloq fot teocbets lo Aftlco ooJ tbe MlJJle ost. explotloq tbe poteotlol of moblle tecbooloqles to soppott teocbets ooJ lmptove ptoctlce. arls, lrance: unLSCC. hLLp://unesdoc.unesco.org/lmages/0021/002163/216338e.pdf ClLsakl, C., 8obby, M.A., rlesL, 1., Pamdan, k. & 8en-Chabane, ?. (2013). A research agenda for Lhe uAL lad lnlLlaLlve. leotoloq ooJ 1eocbloq lo nlqbet Jocotloo. Colf letspectlves, 10(2). hLLp://lLhe.zu.ac.ae 13
!oshl, P. (2012). 1owards Lransformed Leachlng: Lngaglng learners anyLlme, anywhere. uA Iootool of Jocotloo 1ecbooloqy ooJ leotoloq, J, 3-3. kam, M. (2013). A compos-wlJe moblle leotoloq loftosttoctote fot boostloq ocoJemlc oqllsb fot colleqe- level soccess. unpubllshed manuscrlpL. Amerlcan lnsLlLuLe for 8esearch. klng, !.A., Morrls, L.L., & llLz-Clbbon, C.1. (1987). now to ossess ptoqtom lmplemeototloo. London: Sage ubllcaLlons. Moeller, 8., & 8elLzes, 1. (2011). loteqtotloq tecbooloqy wltb stoJeot-ceoteteJ leotoloq. Culncy, MA: nellle Mae LducaLlon loundaLlon. hLLp://www.lssuelab.org/resource/lnLegraLlng_Lechnology_wlLh_sLudenL_cenLered_learnlng Shon, !.C. (2008). m-Learnlng Lrends ln korea. aper presenLed aL lSC/lLC !1C 1/SC36 Cpen lorum, March 2008, Seoul, korea. ?arbrough, u.8., Shulha, L.M., Popson, 8.k., & CaruLhers, l.A. (2011). 1be ptoqtom evolootloo stooJotJs. A qolJe fot evolootots ooJ evolootloo osets (3 rd Ld.). 1housand Caks, CA: SACL ubllcaLlons, lnc. Zlchermann, C. & Cunnlngham, C. (2011). lnLroducLlon. Comlflcotloo by Jeslqo. lmplemeotloq qome mecboolcs lo web ooJ moblle opps (1sL ed.). SebasLopol, CA: C'8ellly Medla.