Mobile Devices Student and Parent Surveys - Mobile Phones

Code
Student Perception

Parent Perception

Comparative data

Insight
Five of nine students who participated do not own a mobile phone.
Student participants who own mobile phones have owned them for two years or less.
Only one of the four student participants who own a mobile phone reported using the device hourly / many times
throughout the day. While this may be related to school policies against device use, it may also be related to student
perception of devices.
Student participants use both mobile phones and tablets to communicate via text message or iMessage. Most student
participants estimated that they send between 11 and 50 texts per day.
All parent participants reported owning a mobile phone for a minimum of four years. Seven of the eleven participants
reported owning a mobile phone for ten or more years.
It would seem that parents would be well versed in mobile device use due to the length of interaction with the device.
Two of the eleven parents and two of the five students who owned mobile devices acquired an iPhone 6 within the first
week of its release. This indicates that a high priority is placed on the device.
Nine of eleven parent participants recognize their mobile phone as a tool for gathering information. While all
participants likely use their phone to research information, it is notable that not all participants made the connection
when asked.
Eight of eleven parents reported sending between one and ten text messages per day. The remaining three
participants reported sending between 11 and 50 text messages per day.
All parent and student participants who own a mobile phone own an iPhone.
iPhones are known for their intuitive interface and application library, which would suggest ease of use for this group of
mobile device users.
Ten of eleven parent participants reported use of mobile phone hourly / many times throughout the day while only
one of the four student participants who own a mobile phone reported similar use.
All student participants that have access to a mobile phone use it for video chatting (e.g. Skype or FaceTime), whereas
only four of the eleven parent participants reported using this feature on their mobile phone.
All student participants that have access to a mobile phone use it for playing games, whereas only two of the eleven
parent participants reported using their mobile phone for games.
Parents reported their children sending less text messages per day that students self reported.
Parents reported sending an average of 11-50 emails per day, while most students reported that they either do not
email or do not email daily. Parents perception of student email habits reflects that parents think students are
emailing more than they do.

Issues related to school /

teachers
Unexpected insights
Conclusions

While not all students have mobile phones, they all have access to tablets. Access is available and prioritized for these
students.

Mobile Devices Student and Parent Surveys Mobile Devices Other Than
Mobile Phones
Code
Student Perception

Parent Perception

Insight
Five of nine students who participated do not own a mobile phone.
Eight of nine student participants recognize their mobile device as a tool for gathering information.
Only four of nine student participants reflected their opinion of mobile devices in school being that they should be
used during the school day by students and teachers for educational purposes.
Only four students of the nine that participated reflected that mobile devices should be used more often in school for
educational purposes, even though only two of the participants attend schools with 1:1 policies. Comparatively, five
student participants reflected that some mobile devices are available for student use, but are accessed infrequently.
Barring one student participant who attends a school with a 1:1 iPad initiative, all participants reflected that their
school policy prohibits the use of mobile devices. This includes the participant who attends a school with a 1:1 hybrid
initiative.
Five of eight participants reflected that some teachers allow students to use personal mobile devices for educational
purposes even though the school policy prohibits them.
Of the seven students who do not have 1:1 initiatives at school, each reflected that their current use of mobile devices
in school should be increased.
On a scale of 1-10, five students rated the degree for which they are taught to use digital tools at a five or below. Four
students rated the degree at a seven or above. This contradicts students reports of a lack of use of devices in school.
No student cited his/her purpose for having a mobile device as school related.
Though five students reflected that they would rather type assignments, four students said they would prefer to either
write assignments, or to write first and then type assignments. Students are often ill practiced in typing and, therefore,
believe that writing is the quickest method.
Ten of the eleven parent participants reported that students had access to either an iPad or an iPad mini in their home.
Ten of eleven parents reported that their child uses a mobile device other than a phone for gaming.
Eight of the eleven parent participants reported that their child uses a mobile device (other than a mobile phone) to
complete homework. Only five of the nine student participants reported using them for such purposes. Parents may be
under the impression that students are using devices for homework, when they are not.
Parent perception of and student reports of gaming on tablets and/or eReaders is similar.
All parent participants relayed that they would, indeed, use a mobile device as a reward or punishment. This indicates
that parents do not view the device as a purely educational tool. For instance, consider the following question: Have your
or would you ever include the use of [encyclopedia] as a reward or punishment for your child A dictionary? A pencil?
A protractor?
Only four of eleven parents cited educational purposes as reasoning for proving their child with a mobile device.

Parents do not view the devices as educational tools.

Comparative data

Issues related to school /

teachers
Unexpected insights
Conclusions

Four of eleven parents rated their childs knowledge of digital tools and educational applications between a seven and
a nine on a scale of 1-10. Based on the checklist of applications and use of apps on student devices, this perception is
skewed.
Only two of nine parents of children whose school prohibits the use of personal mobile devices recognized through
the survey that some teachers allow and promote mobile device use even though it conflicts with the school-wide
policy. The majority of students reflected this to be the case in their school. What if teachers more clearly
communicated BYOD intentions?
Only four of eleven parents noted that they would like to see their child use their mobile device(s) more for
educational purposes. Others commented that students use their device too much or that they are satisfied with the
current use of device(s).
Only one parent preferred that his/her child use a mobile device for schoolwork. Two parents prefer that their child use
neither a mobile device nor a computer.
Unfortunately, it seems, that parents do not play a strong role in encouraging a change in the pattern of device use.
All parent and student participants who own a mobile phone own an iPhone.
iPhones are known for their intuitive interface and application library, which would suggest ease of use for this group of
mobile device users.

Only four of nine student participants reflected their opinion of mobile devices in school being that they should be
used during the school day by students and teachers for educational purposes.
Neither parents nor students are versed in the potential and opportunity offered by in situ learning via mobile devices.
Both groups have a false sense of their grasp on varying aspects of device use. For instance, parents are misinformed
about the ways in which their child uses their devices in and out of school. Students portray a false sense of confidence
about their ability to use their mobile device to its fullest educational potential.
Parents are aware that their children do not use devices for educational purposes.
Students have sufficient, if not significant, access to mobile devices in their homes. Students have limited access to
mobile devices in their schools. Students are not instructed in school, or at home regarding use of mobile devices for
educational purposes. Students have an inflated sense of ability regarding use of devices. While students are able to
problem solve and learn new programs quickly, students are not skilled in seeking tools that might be used to support
their studies. Additionally, students are unaware of the potential of preexisting apps on their devices. Without
knowledge of the devices potential, students and parents are not motivated to take the necessary steps toward
change. Neither students nor parents have limited perception regarding the benefits mobile devices offer in terms of in
situ learning. Students and parents readily admit that the mobile device is used most often for entertainment and that
it has addictive qualities.

Technology Device Survey

Code
Student Perception
Parent Perception

Insight

Six of ten parent participants revealed that their child does not have permission to download apps on his or her mobile
device. This could impact the devices use for educational purposes by limiting opportunities for in situ learning. This
restriction is likely related to student tendencies to download games or inappropriate content. It reflects a general attitude
toward the device as something other than an educational tool.
Three of seven students who have texting capability have unlimited data and two have unlimited text messaging.
Not only do students have ubiquitous access to mobile devices, but also eight of ten parent participants reported that
their child has access to a keyboard that can be used with their mobile devices.
This survey revealed that five of ten parents believe that their child uses their mobile devices for educational purposes.
Some parents rated use for educational purposes as an eight for a nine on a scale of 1-10.

Comparative data
Issues related to school /
teachers
Unexpected insights
Conclusions

Based on the availability of a variety of mobile devices, parents place importance on mobile devices.
Most homes have access to both a mobile device and a keyboard for the device. However, most students and parents
reflected a preference for typing on a computer rather than a tablet, even with the keyboard.

Interviews
Code
Student Perception

Insight
Students believe they are competent at using their mobile device for educational purposes:
o Yes, I do think that I know how to use my mobile device for school
o I feel like I know how to use my mobile device at school
o I think I do [know how to use my mobile device for school] because I know how to work all the apps.
o I dont really know how to answer this, but Id say yes.
o Before school I had this tablet camp thing and I went to it so I learned how to use it.
o Yes, because I have a lot of [apps].
o Yes, because on Edmodo I can navigate pretty quickly and I can post everything now. I can get everything
done that I need to.
Students reflected that mobile devices are more accessible for learning in situ.
o A laptop is easier to keep in your room and just use and put on your lap. An iPad is easier to travel with it. Its a

lot lighter. How does that impact your use of it? It impacts it a lot because I take my iPad a lot of places so I
can text people and my computer I cant just carry it around with me everywhere.
o Mobile devices are easier to hold and theyre faster. You dont have to login and stuff.
o So, technically, theyre pretty much the same, but phones are more efficient cause theyre smaller and you can
bring them around with your everywhere and you can take pictures easier.
However, convenient, students are not well adjusted to the idea of using mobile devices for educational purposes.
o Would you use it more for learning if you were allowed to use it in school, or do you feel like youd still
use it for games? Id use it for social media. So, if you were allowed to use it in school you feel like youd
just get on Instagram? And Snapchat.
o I think that you can control [hybrid tablets] more than a small mobile device. It can store more information and
more things can be done on it.
o You can do more on the hybrid than on a mobile device? Yes. What about the idea of you being able to
access, for example, Quizlet, while youre walking? First of all, Quizlet would be awful while youre walking.
Why? You just cant use it! Youre walking and youre like, How do I spell that, again? What if youre just
flipping through the note cards, though? I mean - you need to walk where youre going.
o Probably a stationary device well, the computer, because I know what the keys are and its a little bit easier to
navigate. I can just scroll up and down. Its not like instead of a touch screen. Its just hard to type. Do you
use the iPad for schoolwork a lot? Mostly I only use the computer because I have to type it, but on the iPad
its a little slower, so I dont really use the iPad for that.
o Do you think that if you were considering that more often that you would bring your iPad with you more
often? I think if I had a phone I would still just bring my phone with me.
o What about using a phone or using an iPad when youre out and about? Would you be more likely to
carry that around? A phone! I would carry that with me everywhere!
Parent Perception
Comparative data
Issues related to school /
teachers

Unexpected insights

Do your current teachers give you new ideas for way to use your mobile device? Not really, cause none of my
teachers do. My computer teacher, shes mostly for like the computers. Like a desktop? Yeah.
A lot of the apps arent just given by teachers []
Do your teachers in school give you ideas for different apps to use? No.
Do you use your mobile device in school? No.
Do your teachers give you insight on how to use it? Um, they gave us codes for Remind, but Id say thats about it.
So, your teachers dont give you examples of apps that you might download or use for different subject areas or
for different assignments? No.
Do your teachers you how to use it as you move through classes? Kind of. Eh, but not really. Are you serious? Well,
like they go over some stuff, like how to turn it on and off, how to use it, how to send email, create an email account.
But, if you dont go to tablet camp, there are some things that you dont know how to do. Wow, so they dont teach
you how to use apps or the programs that you use? You just kind of navigate that on your own? Sometimes.

Do you wish they used it more in school? Um, Im kind of indifferent. I dont really mind, but I wouldnt really care
whether we did it or not.

Conclusions

Journal / Observations
Code
Student Perception

Insight
M.M. stated when I showed her Pic collage and Adobe Ideas that she never uses her iPad for school stuff. She was
excited to use the tools to complete her Book Project.
N.O. produced her iPad to work on a Book Project after I suggested that we use mine. We have been working together
for a year. She received the iPad for Christmas and never mentioned that she had it, even though we use mine
frequently.
I added a Google calendar for S.E. He was not familiar with the calendar app on his phone. He said, as he dragged it
from an app collection, Ah, finally a reason to use one of these useless apps that my phone wont let me delete.
J.Y. had several packs of index cards that were purchased for SSAT preparation. She has created vocabulary cards to
study. I asked her why she was not using Quizlet instead. I introduced Quizlet to her last year and she used it on her
iPad with some frequency. Unfortunately, her iPad was lost over the summer. I asked if she had downloaded it to her
iPhone. J.Y. admitted in response to my inquiry that she had never downloaded it to her phone, nor thought about
using it on her phone. When I explained the benefit of in situ learning and of having the notecards available on
Quizlet, she said she had never considered it before, but that it seemed like a great idea.
While working with H.D. to locate his assignments through Blackboard, he mentioned that he wished other teachers
would use Instagram, as his 7th grade Social Studies teacher had, in order to post homework and reminders. He
rejected the idea of Remind101 because he said the frequency of the alerts lends them to be overlooked or ignored.
With Instagram, the post would be noticed during his social media checks.
During my presentation of digital tools to sixth graders, students preferred to use their own mobile devices, rather
than the school issued iPads, even though their devices were either phones, or iPad minis.
One student said about Pic Collage: "I use this all the time for Instagram, but I never thought to use it for school."
I have learned through this study that students are using Instagram as their number one form of social media.
Today J.Y. and I began reading The Book Thief together. Zusak does an amazing job with this text. It is accessible by a
wide age range, but promotes deep thinking and higher leveled vocabulary skills. Within the first page of the text J.Y.
and I noted several vocabulary words that would be beneficial to define. J.Y. said, "I'm going to highlight words as I
read this book and look them up. I need a dictionary!" She made motion to gather the necessary tools. I suggested
that we download the text on her iPad and read it from there, as most eReader programs include a dictionary feature
that allows the reader to tap the word in order to produce a definition.

Parent Perception
Comparative data
Issues related to school /
teachers

While attending a parent-teacher conference at Hilburn Academy in Raleigh, I asked a group of teachers an
open-ended question about how they post assignments on Edmodo. I wanted to know if they had a team
procedure or independent practices, etc. It has been difficult and time consuming to locate one of my
students' assignments through the team's Edmodo pages. The teachers were not utilizing the 'folder'
function that is available for document, link, and image uploads. The function allows teachers to create
multiple folders, perhaps by unit, or perhaps according to homework, study guides, etc. The teachers on this
particular team post homework on the 'feed' instead. It makes locating assignments and past documents
tedious for parents and students. The teachers explained that they do not have a uniform procedure. They
each post assignments on the feed. Some post daily, while others post weekly. At this point I mentioned the
folder function. They each seemed to think this function was extraneous. One teacher made clear that
locating assignments on the feed would be fine if the students would stop posting on the feed. She said
student posts need to stop. She emphasized that the students were immature and were unaware of how
their aimless posts were perceived by their teachers and peers. While the other teachers only nodded in
agreement, none chimed in to redirect her rant.
A comment that N.O. made about her school's mobile device availability was interesting. I asked a question
from a survey about the availability of technology at her school. She said that her school did not have any
mobile devices that she was aware of. Sadly, the school has several iPod touch carts and iPad carts.
Not one educator of the 23 whom were sent the survey responded. It was only six questions and it was
included in the email below my introduction and concise explanation of my purpose.
Today I attended a sixth grade English language arts classroom to team-teach a multigenre research paper
created via digital tools. My role on this particular occasion was to teach workshops on digital tools. For this I
brought my own iPad and used five school issued iPads. Students also brought their mobile devices for a
"BYOD day." Several important observations were made:
1. Neither the teacher I was teaming with nor the media center specialist knew the password to add apps to
the mobile devices (iPads). The students knew the password.
2. The school issued iPads each had only ten apps downloaded in addition to the original twenty that come
on the iPad.

Unexpected insights

Conclusions

Mobile Device App Analysis

Code
Student Perception

Insight
Student participants who shared the contents of their mobile devices had an average of fifty apps on their choice
mobile device. On average, only eight percent of students app library were educational apps. Nearly all of the
educational apps included on student devices had been introduced to them by Learning by Experience.
Even the student who uses an iPad as a part of a 1:1 initiative only had thirty apps on her device. Ten of these apps
were educational.
In comparison, I have 207 apps. Only twenty-six of these apps are games.
Student response regarding the use of apps that come on the iPhone or iPad made clear that students are unaware of
the most basic feature functions of the device for educational purposes.
One student was unable to download any more apps because her camera roll was full of repetitive screen shots.

Parent Perception
Comparative data
Issues related to school /
teachers
Unexpected insights

Conclusions

Students are not exploring apps in general.