Examination of Competence-Building Exercises Based on the Use of Mobile Devices in the Classroom

Abstract

This research investigated a group of disadvantaged secondary school students (N=14) over three academic years, with activities supported by regular mobile device use. The results of the first intervention cycle of the design based research (DBR) strategy revealed the different stages of development and characteristics of the mobile technology-enhanced classroom practices. During the evaluation process, eight independent evaluators assessed the students’ presentations on six different criteria. The three characteristic stages of the developmental arc identified in the first phase of the study were identified as the processes of adaptation, differentiation and consolidation based on the evaluation results. The results indicate that task completion supported by mobile technology, based on learner activity and creativity, effectively supports the development of different competence areas. The experience of the first cycle of research allows the identification of developmental patterns that can help to deepen the understanding and optimisation of developmental pedagogical interventions.