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Mobile Learning Task Evaluation: Teacher Survey

Welcome to this short survey for teachers. The survey will give you detailed feedback on how mobile devices are being used to support your students' learning. Submission of your survey responses will generate a code for you to (optionally) pass on to your students so they can do a similar (student) survey that will produce a more comprehensive feedback report for you.

This survey asks you to choose ONE specific task (or activity) where your students used a mobile device to support their learning, and evaluate how this task exploited distinctive features of teaching with mobile technologies. The activity may be a short task within a lesson, or a longer task taking several days. This task may have been implemented in and/or outside of class (e.g., at home; on excursions)

For the purpose of this survey, 'mobile technologies' are any portable, handheld devices that potentially support learning e.g. a laptop, a two-in-one (e.g., a Surface), a tablet such as an iPad, a phablet such as a Samsung Galaxy Note, a mobile phone or iPod Touch or a game console.

It is important that you choose ONE task (only) that you have recently implemented with your students. It may or may not have been designed by you and it may not necessarily be perceived as an 'innovative' task.

The survey should take approximately 20 minutes to complete. It comprises 12 compulsory Background and 20 compulsory Likert-scale questions.

There are no 'right' or 'wrong' answers! The response options are not necessarily linked to the quality of the task or the learning outcomes. Please complete all questions as honestly as possible.

Participation in this survey, and the accompanying student survey, is voluntary and confidential. Your anonymous responses to these surveys may be used for research purposes (University of Hull Ethics Approval No. FoE.15/16-118). If you have any queries about the surveys or the research, please contact Dr Kevin Burden ( or Dr. Matthew Kearney (

Thank-you for your participation and we trust the survey feedback will be useful for your teaching.

The Mobilising and Transforming Teacher Education Pedagogies (MTTEP) Project Team (

Background Questions

After you submit your responses to this survey, a code word will be generated for your students. If you plan to use the student survey, please pass on this code word to your students so they can complete their student survey. NB. This will allow the project team to match up your students' survey responses with your own teacher survey results.

1. What region do you teach in?

2. How many years in total have you been teaching?

3. Which Education sector do you work in?

4. How experienced are you with using mobile technologies in your teaching?

5. What was the main discipline area for the task you are describing? (If the task was in more than one discipline, choose 'multidisciplinary')

6. Where did the students do the task? (Can tick more than one option.)

7. What kind of mobile device was used in the task? (Can tick more than one option.)

7a. Other

8. Who owned the mobile device used in the task? (Can tick more than one option.)

8a. Other

9. What were the main applications (or apps ) used in the task?

10. Briefly describe how the students used these apps during the task?

11. What was the main pedagogical design of the task?

12. (Optional) Briefly describe any other task information (e.g. purpose, teacher roles)

My Students' Experiences

Read the following statements and then tick a category in the columns to the right.


Strongly Agree Strongly Disagree
In this task, my students used mobile devices to: 5 4 3 2 1
13. Participate in peer face-to-face discussions about the work displayed on the screen e.g. around an iPad screen.
14. Participate in peer online discussions about the work e.g. discussing ideas with peers via email, SMS, Skype, Facebook etc.
15. Discuss the work online with people they don't know e.g. a scientist, student leader from another school, student gamer.
16. Work together and create a digital product e.g. video, podcast, photo, iBook, document, wiki; build something in Minecraft.
17. Exchange digital content with others online e.g. playing a multi-player game, tagging a video, commenting on a photo.
18. Share and compare digital content generated on their device with others e.g. Fitbit data such as ‘steps walked’, a pocket money budget; sharing a photo.


Strongly Agree Strongly Disagree
When my students used mobile devices in this task: 5 4 3 2 1
19. They chose the place(s) to work e.g. bus, home, playground.
20. They decided the time to work e.g. after school, on weekend, during class.
21. They decided what they wanted to learn e.g. choosing their own question or problem or project to explore.
22. They chose how to work e.g. using text, diagram, annotated image, narrated animation.
23. They selected their own app(s) to help them learn.
24. They customised the settings on the app/device (without an administrator) e.g. location on/off; camera/microphone access; background photo.
25. The app/device guided them, based on their past use e.g. Mathletics challenge level, YouTube recommendations.
26. The app/device gave them special information about themselves e.g. their heart rate; the number of steps they walked; the route they took; real-time weather data based on their location.


Strongly Agree Strongly Disagree
In this task, my students used mobile devices to: 5 4 3 2 1
27. Learn in a place(s) suggested by the topic e.g. learning about stars under the night sky; learning about pollution at a local stream; learning about History at the site of an ancient battle.
28. Learn in a realistic virtual space(s) / website(s) E.g. learning about Art in an online museum tour; learning about History in a virtual visit to ancient Athens, learning about Maths in Minecraft.
29. Work in a similar way to an expert e.g. collecting data or sharing findings (mathematician), composing music or lyrics to a song (musician), taking notes and video-recording an event (reporter), sharing data about eating habits (dietician)
30. Participate in a genuine, real-world community activity/project e.g. citizen science projects that include real-life scientists and benefit the community, such as animal or plant census; citizen journalism; environment projects such as monitoring rubbish or water quality
31. Make their learning relevant to their lives e.g. family history project, healthy eating project, calculating shortest route to a new place.
32. Consider experts' views on the topic e.g. access a mathematician’s YouTube channel, tweet a NASA scientist; ask a question to a expert in Brainpop

33. (Optional) Are there any other comments about this m-learning task that you wish to express at this final stage?

Please submit your responses by clicking on the 'Submit' button below.

Unless explicitly stated otherwise, all material is copyright © Richard Procter