Using the mTSES to Evaluate and Optimize mLearning Professional Development

Abstract

<p>The impact of targeted professional development activities on teachers’ perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher’s Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers’ confidence with and interest in mobile learning. The current study looks at changes in perceptions of self-efficacy amongst participants in another open course about mobile learning called <em>Instructional Design for Mobile Learning</em> (ID4ML), which took place from May 4 – June 6, 2015 (Power, Bartoletti & Kilgore, 2015). The purpose of this study is to verify the reliability and construct validity of the mTSES instrument developed by Power (2015a, 2015b) and Power, Cristol and Gimbert (2014), and to explore trends in self-efficacy changes amongst a more diversified participant population. This paper reports on the findings from the analysis of data collected using the mTSES tool. The findings provide useful feedback on the impacts of participating in the ID4ML course. They also provide further support for the utility of the mTSES instrument as a measure of perceptions of self-efficacy with mobile learning. These findings point to the potential utility of the mTSES as a tool for both planning and evaluating mLearning professional development training for teachers.</p>

Higher Education Faculty Supports for to the Transition to Online Teaching during the COVID-19 Pandemic

“…The Technology Acceptance Model (Davis, 1989) provides insight into educators' intentions to adopt new technologies and subsequent action to carry out such innovation based on necessity, perceived usefulness, and perceived ease of use. Previous research focusing on adopting mobile learning technologies and pedagogies indicated that educators are likelier to adopt innovative practices if they perceive a sense of self-efficacy with pedagogical approaches (Power, 2015(Power, , 2018aPower et al, 2016). Faculty need to feel comfortable with the content and pedagogical knowledge before developing the technological expertise necessary to become thoroughly competent (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power, 2015Power, , 2018aPower, , 2018bPower et al, 2016;tpack.org, 2021).…”

“…Previous research focusing on adopting mobile learning technologies and pedagogies indicated that educators are likelier to adopt innovative practices if they perceive a sense of self-efficacy with pedagogical approaches (Power, 2015(Power, , 2018aPower et al, 2016). Faculty need to feel comfortable with the content and pedagogical knowledge before developing the technological expertise necessary to become thoroughly competent (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power, 2015Power, , 2018aPower, , 2018bPower et al, 2016;tpack.org, 2021). This research also tells us that faculty's willingness to innovate with new technologies and approaches can be enhanced if they have a strong support network that includes organizational leadership, technology-based support, and a collegial community of practice (Power, 2015(Power, , 2018aPower et al, 2016).…”

“…Power (2018b) discusses the impacts of targeted professional development and access to knowledgeable peers and communities of practice on educators' progression through TAM. These factors, explored through the lens of the Technological-Pedagogical and Content Knowledge (TPACK) model, are presented in Figure 3 (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power, 2015Power, , 2018aPower, , 2018bPower et al, 2016;tpack.org, 2021). Power & Kay Power (2018b) notes that educators already perceive self-efficacy in teaching content areas.…”

The Effects of COVID-19 on Higher-Education Teaching Practices

“…Drawing upon the Technology Acceptance Model (Davis, 1989) and the Technology, Pedagogy, and Content Knowledge Model (Cavanaugh et al, 2013;Finger et al, 2010;Koehler & Mishra, 2006, 2008Power et al, 2016;tpack.org, 2021), Power (2015Power ( , 2018aPower ( , 2018b reported that educators increase their confidence with technology-specific skills through informal support networks, communities of practice, and curated just-in-time resources. Furthermore, participation in formal professional development focused on instructional approaches can increase the willingness of higher education faculty to innovate 12 with technology (Power, 2015(Power, , 2018a(Power, , 2018b.…”