P UNTOS R ESOLUTIVOS

In today’s global digital world, teachers are faced with persistent and challenging demands to adopt and integrate mobile technologies to enhance teaching and learning (Mitchell, Simpson, & Adachi, 2017). Teachers must be trained, mentored and continually developed to effectively apply mobile TEL initiatives, specifically with regard to difficulties in learning concepts which mostly appear abstract to learners (Johnson et al., 2010). Thus, the importance of involving and hearing the opinions of ICT and engineering teachers as they apply new pedagogies and alter their practices in response to the needs of mobile TEL is crucial. Successful technology integration strategy as proposed by Schneckenberg (2010, p. 981), is based on the assumption that “a successful implementation of technology-driven innovation in universities depends on the capabilities of the leadership management to actively involve

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teachers in organisational change”. Weak institutional support can hinder effective integration (Shraim, 2012).

The most valuable finding in this research was based on participants’ perceptions about the superior ability of mobile Technology Enhanced Learning to convey ICT and engineering concepts and consequently improved attrition rates. Specific ICT and engineering concepts better conveyed by mobile TEL in this study included: mathematical expressions; the configuration of POS laptops and wireless

transmission of data to a central server; scientific calculator use when working through an engineering solution; calculating the precision of angle slope measurements in mechanics experiments; and the projection value of the

acceleration of gravity on all three axes of a Cartesian coordinates system. Certainly, research has indicated mobile technology has driven significant advances for ICT and engineering HEIs by enabling teachers to better assist learners to grasp learning concepts (Abhyankar & Ganapathy, 2014; Kissinger, 2013; Tsai & Hwang, 2013). In many cases, participants felt that using mobile TEL technologies and devices helped overcome the difficulties in learning concepts which mostly appear abstract to

learners. Both Abhyankar and Ganapathy (2014) and Handal et al. (2013) contended that situating learners in real-world learning scenarios, anytime, anywhere and

providing a learning environment that enables such learners to access digital

learning resources is a valuable asset in overcoming difficulties in learning concepts. Participants were impressed by the affordance of mobile devices to help them

provide a dynamic visualisation of concepts to better communicate ideas to their learners, as previously contended by Walters (2011). Teachers must grasp the potential for mobile TEL applications to allow ICT and engineering learners to manipulate data and process statistics, deepening their understanding of complex relationships and concepts. HEI executives and policy makers must look for ways to support ICT and engineering teachers and learners as they seek to effectively use mobile TEL not only for improving communication, collaboration and critical thinking but also for enhanced learning of ICT and engineering concepts. Teachers

integrating mobile TEL seemed to have more confidence and persistence when assisting learners to grasp ICT and engineering learning concepts. As recently argued by Darling-Hammond, Hyler, and Gardner (2017) and Jones and Dexter (2017), findings of this study further imply that practice-based CPD geared toward

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teachers of ICT and engineering learners together with CoP-led classes may help not only teachers but their learners also. With more support for gaining mobile TEL skills, ICT and engineering learners may approach tasks involving mobile technology with more efficacy, and teachers may feel greater confidence in adopting mobile TEL without concern of losing instructional time.

Another interesting finding in this research was the preference for HEI executives to consult teachers when formulating and implementing an adoption strategy. This preference was due to the perceived lack of appreciation by HEI executives of their needs for successful adoption and implementation. Participants felt a complete disconnect between those teachers on the ground practicing mobile TEL and HEI executives and policy makers. Based on participants’ previous experiences with the adoption and implementation of mobile TEL initiatives, it was alarming that all participant teachers felt their voices were disregarded. Irrespective of how mobile TEL has been adopted in HEIs to date, future initiatives to continue the adoption process in HEIs where it has already started and new initiatives yet to be started must include teachers in the formation and execution of any mobile TEL strategy and process (Abrahams, 2010; Ertmer & Ottenbreit-Leftwich, 2010; Kopcha, 2012). Key needs of teachers that need to be appreciated are the need for mobile TEL specific pedagogies, adequate and up-to-date mobile TEL tools, reliable technical

infrastructure and Wi-Fi connectivity, practice-based CPD, collaboration with peers in other HEIs, and most importantly adequate time to adopt the initiatives with such a sharp and significant learning curve. HEI executives must appreciate the obstacles and benefits teachers face and how mobile TEL can best be diffused and adopted (Abrahams, 2010; Ertmer & Ottenbreit-Leftwich, 2010; Kopcha, 2012). This

implication is particularly important, as most cases of poor or failed adoption and implementation of mobile TEL initiatives in this study appear related to lack of sufficient involvement of ICT and engineering teachers in the process.

A further implication of this research is that ICT and engineering teachers need additional time for pervasive adoption and implementation of mobile TEL initiatives (Gregory & Lodge, 2015; Liu, Han, & Li, 2010; Reed, 2014; Tsai & Chai, 2012). Additional time is required to enable teachers to develop best practices for mobile TEL adoption and implementation and to assist HEI executives in engaging with TEL teachers when formulating policy around mobile TEL adoption (Dougherty, 2015).

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ICT and engineering teachers require more continuing professional development with associated on-going support and constructive feedback. Rather than struggling with the assimilation of excessive amounts of information and having little exposure to the practical application of mobile TEL, ICT and engineering teachers require CPD that centres less on the mobile technology skills but more on the pedagogical skills required to best adopt and implement mobile TEL (Ertmer et al., 2012; Kopcha, 2010). Consequently, additional time to practice using mobile technologies

effectively for teaching may increase teachers’ confidence in adopting mobile TEL and implementing the tools for teaching and learning. HEI executives also require additional time. As feelings of frustration, anxiety and uncertainty were widespread in this research, HEI executives and other HEI stakeholders require additional time and funding to ensure up-to-date technologies and devices, always-on wireless

networking and accessible technical and pedagogical support available to teachers. Additionally, HEI executives must consult teachers when developing and

implementing policy for the adoption and implementation of mobile TEL initiatives. Finally, the significance of personal learning was highlighted by the findings of this research. Teachers in this research appeared to learn more about mobile TEL implementation on their own and in their own time using PLNs (Jones & Dexter, 2014). Although such learning met teachers’ short-term requirements, they wanted more collaborative and networked learning with other ICT and engineering teachers, locally and globally. CoPs did form in certain areas within the ICT and engineering departments as a result of the need for professional development. Learning through these CoPs together with other informal learning at break times and outside lectures did go some way towards meeting the lack of appropriate skills. However, as long contended by Triggs and John (2004), it was evident here that many teachers felt left out and secluded due to remoteness. In answer to this, it may be beneficial to locate mobile TEL users within reach of each other and to investigate virtual communities of practice. This may stimulate more informal learning. Recognising the successful adoption and implementation of mobile TEL by other ICT and engineering teachers should motivate and increase confidence for those grappling with the change. Such informal learning may subsequently highlight the necessity for additional, practice- based CPD.

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