| Because of today's ever-evolving complex society, lifelong, self-managed, learning has become prominent. Mobile computing devices hold promising options for high school learners studying in conventional and technology-enhanced learning environments. Full-scale technology intervention in schools can be costly, problematic, and controversial, especially when there lacks substantial empirical evidence that students' learning will be enhanced. Mobile computing technology, while not a panacea for all, is just one intervening mechanism, particularly in helping students develop independent learning skills to navigate their learning pursuits. Knowing and understanding students' experiences of how mobile devices interact with and influence learning may help school leaders justify and validate funding allocations for mobile computing technology tools as an intervention to improve student achievement. This qualitative exploratory study included an investigation of students' perceptions on how their use of mobile devices influenced and interacted with their learning approaches and strategies. Using a semi-structured interview protocol to obtain learners' views, the researcher interviewed 14 key participants---students who use mobile devices and also participated in their high school's iPad Technology Implementation Program. Common and divergent themes that emerged were: the learners' primary personal uses of mobile devices (social media, texting, and talking); the limited "hands-on" use of the iPad device; the school district's no cell phone use in class policy; internet access issues and work-arounds; and use of mobile devices for school-related assignments and related academic purposes. Results revealed an overall assertion that mobile devices have far-reaching benefits to students. Participants lauded school leaders' technology efforts, but suggested that program refinement and expansion must continue cultivating a school environment where mobile technology use is comprehensively integrated into the total school operations, curricula and learning culture. Ascertaining learner perspectives is vital, considering school leaders' fiduciary responsibilities regarding investment in technology implementation and sustainment to benefit learners, the workforce, taxpayers and stakeholders. Future research should include middle school students. This data may offer further insight into or corroboration with high school learners' perspectives. A mixed methods approach may yield important quantified and qualitative results that better validate program adjustments and expansion, inclusive of elementary and middle school technology implementation. |
