The use of mobile phones as an instructional tool by teachers is not yet widespread, and there is a need to enhance the literature on how this experience affects their metacognition. While existing literature focuses on students' experiences, little is known about the experiences of teachers. This qualitative study utilized an interpretative phenomenological analysis approach to examine the experiences of primary and secondary school teachers in Karachi, Pakistan, who used mobile devices for teaching online during the COVID-19 pandemic for at least 12 weeks. Nine participants were interviewed to collect data, and two themes emerged from the research: "Employed Metacognition to Teach" and "Enhancing Professional Development through Metacognitive Awareness with Mobile Devices." The findings indicate that teachers used metacognition while teaching with mobile devices. Since it was their first time using these devices for teaching, they had to employ metacognition to choose effective teaching strategies, keep students engaged, and evaluate their understanding. Teachers gained insights into their strengths and weaknesses, improving self-assessments. They engaged in reflective practices, pinpointing areas where strategy changes were needed to enhance future teaching. The study also found that mobile devices promoted social metacognition by fostering collaboration and communication among colleagues.
Keywords
mobile devices, metacognition, instructional tools, m-teaching, interpretative phenomenological analysis
Author Bio(s)
Zainab Shahzadi Javed holds an MPhil in Education and is passionate about integrating technology with innovative educational practices. She runs a virtual school, focusing on brain-based learning, where she leverages technology to create interactive, cognitively stimulating environments for students. Her research interests include the role of technology in education, teacher professional development, homeschooling practices, and the use of nature-inspired learning to support holistic child development. She is particularly interested in how digital platforms can revolutionize traditional learning models and foster more effective, engaging educational experiences. Correspondence regarding this article can be addressed directly to: zainabfive@gmail.com
Fatima Javed is currently pursuing her master's in psychology at Greenwich University. Her research interests focus on human behavior, with a particular emphasis on understanding cognitive and emotional processes. She is interested in understanding how digital environments influence human thought processes and behavior, exploring both the transformative and potentially disruptive effects of technology on mental health and interpersonal relationships. Correspondence regarding this article can be addressed directly to: sheikhfatimajaved@gmail.com
Mehvish Mufti is an experienced educator with over 8 years of teaching expertise. She holds a Master’s degree in Statistics and Education, as well as an M.Phil. in Teacher Education. Based in Karachi, Mehvish is passionate about fostering a positive and engaging learning environment. She is particularly interested in the integration of technology in education and how it can be used to enhance both teaching and learning experiences. Through her researches, Mehvish seeks to contribute to the development of innovative educational strategies in Pakistan and beyond. Correspondence regarding this article can be addressed directly to: mehvish.18357@iqra.edu
Javed, Z. S.,
Javed, F.,
&
Mufti, M.
(2024).
Mobile Devices as an Instructional Tool to Promote Teachers’ Metacognition: Insights from Pakistani Teachers.
The Qualitative Report,
29(8), 2307-2325.
https://doi.org/10.46743/2160-3715/2024.6656
