Viability of Mobile Devices Integration in Higher Education: Faculty Perceptions and Perspective

Mobile devices are everywhere and mobile learning (m-learning) has emerged as a potential educational environment to support learning. Mobile tools immerse in the learning environment and surround the educators, the students and the environment they operate in. These tools can be directly integrated in classroom activities in order to enhance and promote new ways of teaching and learning. The purpose of this research work is to evaluate the viability of integrating mobile technology into the teaching and learning processes in higher education from the faculty perspective. The study focuses on faculty members working in private colleges in Cyprus, and is guided by the following research objectives: to determine the general knowledge of faculty members on mobile technologies and learning, to explore the perceptions of educators regarding mobile technology integration, to determine the current level of educators\´ (from different disciplines) knowledge on mobile technologies, to measure the degree in which educators are willing to integrate mobile devices in their classroom practices, to identify the factors that influence mobile technology integration in education, and to propose a strategy for the introduction of m- learning integration. To address the above, a mixed method approach is employed [1, 2]. The study makes use of both quantitative and qualitative data. The purpose of this mixed method is to use "qualitative results to assist in explaining, interpreting and further examining the findings of the quantitative study" [1]. The results of this work allow for determining the viability of integrating mobile devices in education from the educators\´ perspective. This preliminary research paper is the foundation of a series of papers to investigate the feasibility of integrating mobile devices in the classrooms. The results of the study provide the foundation of examining the feasibility of mobile integration in other formal, non-formal or informal educational sett- - ings, countries and levels.