Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops

This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in S ri L anka. The series comprised a 3‐day P lanning W orkshop followed by implementation of the planned lessons in real classrooms and a subsequent 1‐day R eviewing W orkshop. During the P lanning W orkshop, teachers were provided with a hands‐on‐session on the use of mobile phones in science teaching followed by collaborative lesson planning activities. The methodological approach taken to evaluating the initiative was qualitative, and data were collected using observations and fieldnotes. The data were analysed using thematic analysis techniques with the support of NV ivo8 (QSR International Pty Ltd., Victoria, Australia) qualitative data analysis software. It was found that as professional development for teachers was provided separately as P lanning and R eviewing W orkshops, these workshops supported the teachers in recognising the educational potential of mobile phones, in learning how to use them in science teaching and learning, in changing their attitudes towards the use of mobile phones in teaching and in sharing knowledge and skills relating to mobile phone applications in science teaching and learning.