Implementation of Mobile Devices in the Middle-Level Classroom Environment

Abstract

The purpose of this qualitative case study is to understand administrator and teacher perceptions of their ability to effectively implement the use of mobile devices in a rapidly changing, high-stakes accountability environment at the middle-level in three purposefully selected middle schools in a public school district in the Midwest. Data for this qualitative case study was collected and analyzed through Rogers' (1995) theory of Diffusion of Innovations. The study participants were middle school principals and teachers. Data collection consisted of single interviews and observations that were subsequently analyzed and compared. Data indicated the relative advantage of the mobile devices was not clearly communicated to the participants and negatively impacted the diffusion. Data also indicated that when implementing the devices, the district needed to continually adjust the way they addressed the complexity for participants. Finally, data indicated the social system of the school and the district had a positive influence on teacher and administrator perceptions of their ability to diffuse the innovation. Future studies comparing the innovativeness of district leaders, technology leaders, site administrators and teachers over the implementation of a new innovation, how training impacts diffusion of an innovation, diffusion of an innovation in relation to teacher experience levels, and how incentives influence the diffusion of an innovation.