Based on a systematic approach of instructional development, this study formulated plans for mobile learning. By focusing on teachers who had mobile learning experience, this study investigated their teaching experiences to understand the instructional development stages (involving analysis, design, development, implementation, and evaluation) in the process of implementing mobile learning instruction. The teachers’ professional experiences and key components to apply mobile learning into their teaching were examined. Besides, this study also porposed instructional development tools that can be applied by novice mobile learning teachers.
This study used purposive sampling and conducted a questionnaire survey and interviews with teachers who had experience with implementing mobile learning in Taipei City, and New Taipei City, Taiwan. Seven teachers who have abundant experience in the implementation of mobile learning were interviewed. For the questionnaire 68 subjects were issued the questionnaires but only 37 were returned. The return rate was 52.9%. The conclusions of this study are:
1. Analysis of teachers implementation of mobile learning in teaching related effects should be considered for five-oriented (Who, How, When, Where, and What), 21 indices. From the “who” side include teaching innovation, behavior Intention, interaction and assist the administrative staff, IT staff and outside personnel. From the “How” side include target, cooperation between the two schools, competition, studies course, school administrative support and teaching effects. From the “When” side include appropriate for the moment and instructional paces. From the “Where” side include appropriate for the site and wireless network of school. From the “Where” side include instructional software, mobile devices, teaching materials. To help teachers in the implementation of action learning.
2. Mobile learning into the instructional development for the teacher from elementary and high schools are implemented by using systematic design method. In need assessment part, it includes target, instructional software and teaching materials of requirement, appropriate for the moment, teachers literacy, student literacy, information technology of requirement, assistance the administrative staff and IT staff of requirement. In design and development include evaluation methods, learning effectiveness, teaching materials, instructional design, instructional methods, studies course, information literacy training. Above all, the conditions of mobile learning into the instructional development are all taken into consideration.
3. A checklist for mobile learning into the instructional development and practical guidelines for the teacher from elementary and high schools are presented by using systematic approach ADDIE(Analysis, Design, Decelopment, Implementation, Evaluation)model and considered the needs of “who”, “how”, “what”, “when”, “where” to mobile learning into the instructional development. The checklist provides preparation guidelines for novice as well as experienced teachers
Based on results, several suggestions for the evaluation criteria and further study are also discussed in the end of paper.