Figure 5. Highlighting journal entries where the GREEN SCREENS were mentioned. Note the rise in
sentiment associated with these journal entries between September and February.
In Figure 4, one can clearly see the decline of satisfaction in the use of the Aurasma app. This is
immediately after the consultant who introduced the app had departed from the school. A clear protocol
for organizing the cloud-based file system associated with the app had not yet been organized and it
resulted in a bit of chaos which was later resolved. In Figure 5, a similar phenomena took place, but the
interest in using the Green Screen app eventually grew and teachers became more adept at using it.
Interestingly, the spike in satisfaction took place just before the student showcases in late February for
the ASB Un-Plugged conference.
In summary, the visualization of the data provided a means for clearer analysis of the qualitative journal
data. This served to provide evidence of patterns of attitudes and uses of the devices by the prototypers.
At the very least, one could interpret the data to demonstrate positive attitudes about the use of the
devices over time by the majority of the prototypers. However, due to the questions used in the journal
and the use of the journal as a means of data collection, the issue of student learning was not explored.
From the charge sheet set out in October 2012, the prototype was created to investigate whether a
secondary device, besides the primary device of a laptop, would be beneficial to student learning. Initially
a short prototype of a few weeks by only three prototyping teachers showed promising results. It was
recognized that this was a prototype that was too small to acquire sufficient evidence. Based on that
positive first step, a longer prototype was designed that used many more prototyping teachers and
teaching assistants. This large group has prompted other teachers who are not prototyping to
demonstrate interest and experimentation with mobile devices. At least eight teachers and assistants who
were not prototyping also signed up for the 5-week Mobile Learning online course that was offered
through the school. In effect, over an 18 month period of time, the numbers of teachers using mobile
devices for the purpose of extending learning opportunities for their students has almost doubled from
the results of the initial survey sent out in October 2012. Through this, many teachers were able to more
knowledgably and intentionally use mobile devices in ways that support learning. From the analysis of the
visualization of the data, it is evident that the participating prototypers maintained positive attitudes
about their devices throughout the academic year.
The program also helped to identify which devices provided the most benefit and which devices were not
as useful. However, further analysis of the journals shows that a number of teachers wondered what
greater learning gains could be explored if students also used devices that had the same app downloaded
onto them. The second prototype was designed to examine how mobile devices assisted learning when
the teachers intentionally used them - but it did not examine what learning benefits could be evident
when the students also used them.