School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Orlando Lobaina


Technology Integration, Mobile Device, Chromebook, iPad, Teacher Attitudes, Instructional Technology




As the classroom climate transforms into a more technology-enhanced environment with increased device availability, there is a growing need to understand how attitudes among teachers may be influenced by the use of these devices in the classroom. Because of current technology trends, device integration is essential to meet education goals (Keengwe, Schnellert, & Mills, 2012). Research suggests that the use of mobile devices in the classroom along with the expectations for teachers to integrate these devices into their curriculum can have significant effects on attitudes and behaviors among teachers and therefore, should be studied (Sahin et al., 2017; Moore, 2016; Beeland, 2002; Christensen, 2002). This study attempted to examine the difference in teacher attitudes toward technology integration based on their use of either Chromebooks or iPads as mobile devices in a one-to-one integrated middle-school classroom. Using a quantitative, causal comparative design, participants were selected from a population of middle-school teachers at two Southeastern United States school districts. The sample size of participants was 115, of which 73 used Chromebooks and 42 used iPads. Data were analyzed using an independent-samples t-test to examine the relationship between attitude and mobile device used. Results of the survey showed that no significant difference existed in the attitude scores of teachers’ and the mobile device they used. Although the study did not find significance in the attitude scores, the data indicated that attitudes were mostly positive. Further research should be conducted to include a broader population, other grade levels, and other mobile devices. Studies that look at variables such as self-efficacy, training, and confidence, along with attitude should be researched.

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