Masters Thesis

Incorporating Mobile Learning in the Design Curriculum for Anatomy and Physiology

Purpose of the Study: Mobile technologies are becoming the new norm for the computing needs of society and as such students should be interacting with this form of technology in their classroom curriculum. This work examines the design of curriculum, for a senior level high school elective course Anatomy and Physiology, to integrate the use of mobile devices. Areas of emphasis are on the ways in which student use of mobile devices are assessed, how mobile devices afford the opportunity for an increase in collaboration in the classroom, and how mobile devices support student-centered learning. Procedure: To determine the quality of curriculum that was designed the content validity panel was asked to evaluate one of the five units of study. Colleagues were invited to observe one of the activities in a classroom and provide feedback. Finally extensive field notes were taken that included student comments as well as personal reflections of experiences in engaging students with mobile learning as part of my regular teaching position. Data collected was used to enhance five units of study that comprise the semester of curriculum completed for this work. Findings: Mobile learning was found to be engaging to students in a way that enhanced their learning without altering the content of the curriculum. In addition to this, it was found that mobile learning does indeed foster a more collaborative classroom that provides opportunities to include more student-centered learning. Conclusions: Now is the time for mobile learning to be incorporated into the classroom curriculum. Educators can successfully integrate the use of mobile devices into their curriculum without taking away from the content of their subject matter

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