Technological and Operational Mobile Learning Readiness of Secondary Teachers: A Basis for Secondary Teacher Professional Development Training Program

Abstract

INTRODUCTION

Mobile learning is one of the new trends in delivering the lesson due to the interest of the students towards mobile devices. Before it must be implemented in basic education, the readiness of internal stakeholders must be established first especially the teachers because they act as a middle component between the curriculum and the learners. The effectiveness of a mobile learning program will depend on how the teachers accept it. Their readiness on this kind of 21st-century learning will contribute significantly to deliver the lesson effectively and efficiently. This study focused on technological and operational mobile learning readiness of secondary teachers particularly English, Science, and Mathematics. It also aimed to propose a professional development training program to make mobile learning implementation successful.

METHODS

This was a descriptive cross-sectional design where a survey questionnaire and interview guide questions were the instruments for data collection. Content validity and internal consistency were established before data collection. Stratified sampling and Slovin's formula for sample size at 5% margin of error were employed to determine the 120 respondents of the study from the four secondary schools. Ethical considerations were strictly followed such as informed consent, the anonymity of the participants, confidentiality, and security of data. Statistical treatment was used for the analysis of quantitative data, while thematic coding for the qualitative part.

RESULTS

It was found out that secondary teachers were much ready in terms of accessibility and affordability of mobile learning. They own mobile devices like smartphones and laptop computer with internet connectivity. They can afford to buy devices if they don't have, but they were not willing to buy a mobile app. In terms of operational skills, secondary teachers were skilled in operating mobile devices. Secondary teachers were very much ready in reading documents and using mobile as calculators. When it comes to awareness and attitude, they are much aware and have a positive attitude towards mobile learning. They believed that mobile learning has an impact on learning and they were looking forward to engaging in mobile learning. However, they much need training and support from the institution both help desk and online.

DISCUSSIONS

Secondary teachers were ready on the implementation of mobile learning as an alternative delivery mode in teaching. A three-day mobile learning training program was proposed focusing on ethics in mobile use, strategies, and techniques on using a mobile gadget, operating mobile devices properly, and programming of mobile app and creation of school-based training and support staff.