The use of mobile phones in improving continuous professional development among teachers in Indonesia

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonIn light of the omnipresent nature of mobile technology, communities are challenged to rethink the advantages of mobile technologies, in particular within the field of education. When considering the freedom of communication in terms of time, space and subject that mobile technologies provide, governments need to rethink how this ever-present technology can be exploited to enhance teachers’ professional development. The central theme of this thesis is the role of mobile phones as a support system for continuous professional development (CPD) in Indonesia’s national educational framework. As a developing country, these issues are less researched. In this thesis, the methodology uses a qualitative approach to explore teachers’ knowledge as they work in teacher working groups (TWGs), and their use of mobile phones. Twenty teachers participated in this case study by integrating a qualitative data analysis in their design. An in-depth analysis was conducted on seven out of these 20 teachers to examine the deep learning of teachers regarding higher-order thinking skills subjects. Data was collected using semi-structured interviews, observation techniques, along with digital media records to provide detailed portrayals of teachers’ mobile phone use during extended periods of CPD. Six themes emerged to support the key questions, which were implemented from the conceptual framework. The results show that mobile phones clearly offer several major affordances for teachers’ professional development, particularly within the national framework and in rural areas. While the major elements of the CPD were rolled out nationally through a government internet-based learning platform, individuals and groups found mobile phones to be indispensable in navigating the requirements placed upon them. The findings have implications for education theory and practice since they provide evidence to support the incorporation of mobile phone technology into continuous professional development for teachers. This research contributes novelty into education systems and to the educational community with an increased understanding of the ways mobile phones can affect teachers in being more professional