Faculty and Mobile Technology: Why Isn’t Interest Translating to Usage?

Concurrent Session 4

Session Materials

Brief Abstract

Smartphones and tablets are rapidly replacing laptops as the student’s device of choice for eLearning purposes.  Predictive analytics tells us that we will need to be ready for the tech savvy digital natives as their classroom use of interactive touch screen technology is significantly different than the educational foundations of previous generations. 

Faculty understand the immediacy of integration and are interested in how mobile apps could be incorporated into their curriculum.  Why then is there a disconnection between intention and adoption?

Sponsored By


Debbie Ezell is the Director for Health and Physical Education at Harford Community College. Her pre-HCC professional experiences include clinical research in obesity, nutrition, and exercise at Pennington Biomedical Research Center, clinical treatment for obesity at Johns Hopkins, and workplace health promotion for Social Security Administration and Centers for Medicare/ Medicaid. Debbie has spent the last 10 years in Higher Education course instruction and online course design. She was the first on campus to pilot the usage of mobile technology for on-line and classroom usage.
Regina Roof-Ray is an Assistant Professor of Psychology at Harford Community College. She first joined the College 1997 as a career counselor and began teaching credit and non-credit classes in 1998. After nine years as an adjunct professor she joined the full time psychology faculty in 2007. Currently she teaches a variety of psychology classes in online and face to face formats. She focuses on engaging student learning using technology and real life application. Regina is active in assessment and has piloted the implementation of the College's current AMS. She earned a Bachelors degree in behavioral science from Messiah College, a PA guidance certificate and a Masters Degree in Counseling from Millersville University. Her early focus was on cross-cultural counseling and included time in Nairobi, Kenya at Daystar University.

Additional Authors

Elizabeth A. Mosser, an educational psychologist, completed her graduate work at The Ohio State University where her research focus was on how students, particularly adolescents, can be better self-regulated. She then spent a great deal of time in the classroom at OSU as well as Columbus State Community College and realized early on that her true passion is teaching. In recent years, Professor Mosser split her time between HCC and Towson University (with some time being spent at Howard Community College as well). She joined the full-time faculty at Harford in 2014 earning the NISOD award in the Spring of 2016 and was the subject of the winning Scott L Wright Essay contest sponsored by NISOD during the Spring of 2017. Currently, Professor Mosser is the Director for Academic Operations and Services working closely with the Vice President for Academic Affairs, but continues in her role as the assistant women's tennis coach. Professor Mosser is an active proponent of the Universal Design for Learning approach to curriculum development and has facilitated many UDL-related workshops, conference presentations, and keynote addresses on the subject. In the community, Professor Mosser works closely with Habitat for Humanity Susquehanna as a member of their Family Selection Committee.

Extended Abstract

The displeasure Administrators feel for investments they perceive to be “collecting dust” influences their decision on whether to financially support mobile infrastructures.  We have observed that, while Faculty favor the shared tablet model to BYOD for use in the flipped classroom, the majority never actually implement College-owned devices into curriculum.  Opportunities to transform student learning experiences go unrealized and divisions are unable to scale device usage due to lack of funding.

Mobile devices are also an effective tool in asynchronous, online course instruction.  From data capture to digital creation to virtual and augmented reality, apps transform passive “knowing” into active “doing”.  Why then are Faculty not taking advantage of their potential?

The objective of this session is to identify issues and brainstorm possible solutions. We will present the following observations and questions:

  • There are clearly barriers to Faculty usage of shared tablets in a flipped classroom.  What might these be and how do we overcome them?
  • Mobile apps encourage multiple means of expression and facilitate active learning.  How do we encourage Faculty to integrate them into their online courses?

After a brief introduction, attendees will break into small groups for brainstorming followed by individual group sharing of ideas for audience discussion.