Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom (original) (raw)
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The number of courses higher education institutions are offering online, blended, or web-enhanced traditional classroom setting, continues to grow exponentially. At the same time, there is an upsurge of mobile technology that has multiple capabilities to support different instructional strategies. Among all adult groups, undergraduate students' use of mobile technology in everyday life is relatively highest. This paper identifies the impact of infusing mobile technology in undergraduate course instruction for effective and quality learning. The paper also discusses the benefits of using mobile technology in undergraduate students' learning process.
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The rapid growth of mobile devices in the learning and teaching environment will push to create new educational and instructional tools. Mobile devices allow to produce different types of learning such as personalized, situated, and independent. The main goal of this study is to investigate instructors‘ views about to use mobile technology in learning/teaching environment.
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Mobile technology and mobile applications evolution have increased possibilities for mobile learning (ML). However, the lack of perceived learning value and institutional infrastructure are hindering the possibilities for ML attempts. The purpose of our study is the understanding opportunities and obstacles of mobile technologies as perceived by teachers in higher education. A questionnaire was developed based on actual research about technology adoption in higher education and was used to interview 14 teachers. Participants were asked to identify different issues associated with using mobile technology in education. In response, participants provided insights about ML perception, such as opportunities to enhance communication with students, availability for resources and immediate feedback. Finally, they identified technological, institutional, pedagogical and individual obstacles that threaten ML practices.
Usage and Perceptions of Mobile Devices and Applications among HE Instructors
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Successful implementation of Information and Communication Technologies (ICT) requires an understanding of the role of technology on Higher Education (HE) institutions and on current teaching and learning practices. Recent innovations in mobile technology and social networking applications have made mobile devices more dynamic and pervasive promising more educational potential. Educators in HE Institutions must embrace and capitalize on the use of this technology to focus on integrated student services, and to enhance knowledge sharing activities in and off campus. This study investigated instructors' usage and perceptions of mobile devices, functions, native capabilities, and applications. A sample of 48 instructors was involved in this investigation at the college of Business Studies (CBS) in Kuwait. The aim of this study is to understand instructors' usage and perceptions of mobile capabilities and functions. The finding indicated instructors' frequent use of most of mobile functions and demonstrated that instructors would like to use mobile in their teaching practices. This will guide designers to identify critical success factors and help developers to effectively utilize mobile capabilities, functions, and applications in new learning strategies.
Online student use of mobile devices for learning
In D. Parsons, R. Power, A. Palalas, H. Hambrock & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 8-13)., 2018
Mobile technology is becoming prevalent in today's Canadian society. Yet despite the widespread use of Internet-accessible mobile devices, very little research has been undertaken to examine the value that mobile technology may have [1], especially within the milieu of Canadian higher education. With ever-expanding technological capabilities and rapidly increasing student use of sophisticated mobile devices, such as smartphones and tablets [2, 3], it is imperative that educators consider the impact that these devices may have-particularly when it comes to the affordances such devices provide for mobile learning in the digital classroom. This paper reports on the demographic and descriptive findings from a three-year study on online graduate-level students' perceptions and experiences with mobile devices that provides some insight into the relationship between graduate level learners, their online learning contexts, and their use of mobile devices for learning. The results indicate that: (1) the use of mobile devices for learning is common among these students, and (2) these devices and how they are being used are rapidly evolving to provide nearly seamless continuity of formal learning for the increasingly mobile learner.
This text is developed because it looks to understand how new pedagogies based on the use of mobile devices can be incorporated in the classroom by teachers and professors as well. The objective of this research is to show that the use of smartphones, tablets and laptops during class sessions is something necessary and that it should be incorporated as a practice in classrooms. The methodological approach is qualitative; There are 63 people as study subjects, who are divided into fourteen focus groups. There are three essential results: 1) it is inevitable to incorporate mobile devices as work tools in classes; 2) devices are allies of learning if they are used properly; 3) technology must be integrated into current educational contexts. The main discussion focuses on understanding that mobile devices are an essential component and those are part of the students. As a conclusion, the prohibition of mobile devices isn´t a viable option, on the contrary, the teacher must have the ability to include them within the sessions and make them a tool that promotes the learning process. teaching and learning, that is, education needs to be updated and accompany this renewal from a point of view that integrates technology with innovative education.
Use of Mobile Technology in Education
Technology has played a significant role in changing the face of higher education. Mobile technologies are playing an increasingly important role in college students' academic lives. Devices such as Smart phones, tablets, and e-book readers connect users to the world instantly, heightening access to information and enabling interactivity with others. Applications that run on these devices, let users not only consume but also discover and produce content. As such, they continue to transform how college students learn, as well as influence their learning preferences, both within and outside the classroom. A complex relationship exists between education and technology. The learners of 21 st century live technologically integrated lives. They do not distinguish between cellular telephones, text messaging devices, cameras, internet browsers, email readers, music players and satellite navigation systems. They just carry them in their packets. Mobile learning (m-learning) is an extension of e-learning that includes the use of technology that can be carried easily in a pocket or purse, used 'on the go', turned on instantly without the need to boot up, is internet capable through a wifi connection and other features such as word processing ability, html browser, SMS messaging, camera, MPs players, GPS etc., The popularity of mobile technologies among college students is increasing dramatically. Many universities now use mobile technologies and create mobile-optimized versions of their websites or build stand-alone applications that can be downloaded from mobile application stores. This paper will help us to understand how mobile technology very much useful in the field of Education.
Exploring Teacher's Perception and Potential Use of Mobile Learning in a Business School
AMCIS 2012 Proceedings, 2012
As the mobile technology evolves, the possibilities for Mobile Learning (ML) are becoming increasingly attractive. However, the lack of perceived learning value and institutional infrastructure are hindering the possibilities for ML attempts. The purpose of our study is to understand the use and adoption of mobile technologies by teachers in a business school. We developed a questionnaire based on current research about the use of technology on higher education and it was used to interview 14 teachers. Participants provided insights about ML opportunities, such as availability, interactive environments, enhanced communication and inclusion on daily activities. Participants also realized that current teaching practices should change in mobile environments to include relevant information, to organize mobile materials, to encourage reflection and to create interactive activities with timely feedback. Further, they identified technological, institutional, pedagogical and individual obstacles that are threaten ML practices.