Students learning with mobile technologies in and out of the classroom (original) (raw)
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Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom
International Journal of Higher Education, 2012
This study followed an innovative introduction of mobile technology (i.e., BlackBerry ® devices) to a graduate level business program and documented students' use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry ® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation.
The use of mobile devices in the students' learning process on elementary and secondary school
" If we want students to become smarter than a smartphone, we need to think harder about the pedagogies we are using to teach them. Technology can amplify great teaching but great technology cannot replace poor teaching " (OECD, 2015). Nowadays, the Neumann Galaxy lives together with the Gutenberg Galaxy. Both printed books and mobile devices can be applied in education. The following question often arises: In which proportion should they be used by teachers and by students? We believe in the learner-centred pedagogy and we analyse this question from the student's side. We are focusing on the types of mobile learning. Mobile devices allow the students to develop innovative learning skills. The question is, whether they can leverage these potentials? Do they know the relevant online curriculums, platforms and applications? Do they have incentive for integrating mobile devices in their learning process?
This paper contributes to the growing body of scholarly inquiry into the BYOD ('Bring Your Own Device') versus prescribed (minimum standards) technology for learning by reporting on findings of a mobile technology trial. The study investigated student experiences with and preferences for mobile devices, depending on whether those were loaned or owned. Student participants were loaned a Samsung Tablet and instructed on how to use it for various learning activities throughout a teaching period. Data collected via online survey and face-to-face interviews revealed that students tended to use their owned and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As most student participants already owned personal mobile devices and used those for some learning activities of their choosing, students did not think they acquired any new skills as a result of this initiative. However, students felt that using the loaned Table had overall improved their digital literacy skills such as typing and reading speeds as well as enhanced their productivity and ability to multi-task. Drawing on findings, we offer considerations on how to fully leverage mobile learning technology in the classroom, regardless of whether mobile devices are loaned or owned.
The Use of Mobile Devices in Education
The use of mobile technology increases around the world and therefore is growing interest in its use in education. Mobile technologies are dramatically influencing how and when students learn. Technology plays an increasingly important role in education. This paper deals with the possibilities of mobile technology in the education and it shows how teachers and students readiness to work with mobile devices. Aid questionnaires were verified what relation to mobile technologies have teachers and students. It was also verified how teachers use their mobile devices in preparation for learning and teaching. Research methods were used questionnaires, interviews and a pedagogical experiment. Results of surveys and experiments show that mobile devices can enhance teaching, but also brings the new difficulties and problems.
Tools for entertainment or learning? Exploring students' and tutors' domestication of mobile devices
This paper presents findings from a research project at a school of humanities, languages and social science at a UK university that investigated staff and student attitudes towards and uses of mobile devices (smartphones, tablets and laptops). The study had a dual focus on personal and university-related uses. It applied the domestication of technology approach (Silverstone & Hirsch, 1992) to understand how mobile devices have been appropriated by users in their everyday lives, how they have become part of daily routines and spatial arrangements and what rules are being negotiated around their use. This approach was initially focused on households as units of study and on stand-alone technologies, such as the computer or video recorder, but has since then been applied to mobile technologies and educational settings. Data in the present study was collected via in-depth interviews with 18 teaching staff and six focus groups with a total of 19 students across different departments in the school. This paper presents findings on device acquisition and ownership, device use and associated meanings, as well as situating devices within daily routines and spaces. In each section, results from the staff and student data are compared. The research identified distinct uses of different devices in terms of university-related and personal uses but also areas of overlapping use. Furthermore, students and tutors associated important symbolic meanings with their devices, had incorporated them into daily routines and spatial arrangements in new ways and attempted to self-regulate use in different situations. While tutors were starting to make use of mobile devices in their teaching practice in innovative and meaningful ways, students had a less well defined understanding of the educational benefits of mobile devices. Institutional policy also played a role in shaping students' and tutors' use. Not many empirical studies exist that explore the link between educational and personal, everyday use of mobile devices. It is in this area that this research aims to make a contribution to knowledge. The findings are also of importance to practitioners and educational institutions planning to implement mobile device-based learning.
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.
Amplifications of Learning: Use of Mobile Media Devices among Youth
Convergence
Smart mobile devices like the iPhone, Android, Kindle Fire, and iPad have energized educators’ interest in using mobile media for education. Applications from clickers to games to augmented reality game creation software are thriving in research settings, and in some cases schools, but relatively little is known about how youth use such devices for learning outside of school. This research study seeks to add to the research literature detailing the technological affordances of such devices by using a Social Construction of Technology (or SCOT) approach, to see how one user group – adolescents – construct the technology particularly in regards to learning. It employs a design intervention approach in which we gave fully operational iPhones with unlimited data plans to three cohorts of youth to use throughout the day. Participants included homeschooled students, students enrolled in alternative schools, and students at a conventional American high school. Participants strongly valued these devices for learning, and constructed them as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Access to mobile devices was deeply tied to personal power for these youth, as they were able to function more effectively to meet their goals with employers, teachers, and peers. Although they destabilized relationships, they caused almost no friction, and instead, parents, teachers, and peers reported valuing how youth could participate more fully in the world. The article concludes with implications for how educators and software designers might best capitalize on these social affordances when designing for mobile-enabled classrooms.
The Sequela of Smartphone Usage in the Learning Environment
Journal of ASIAN Behavioural Studies
This paper is to determine the sequela of smartphone usage in the learning environment among school students in Malaysia. The sample size of the study was 150 (n=150). The result demonstrated that smartphone usage increases sympathetic education, understudy commitment, and the upgrade of the student's intellectual limit as well as an inspired concentration in both formal and casual settings. Also, self-governance and certainty assisted with the advancement of customized learning in helping low-accomplishing students to achieve academic excellence. The suggestions confirmed that smartphone usage in the classroom brings about a compelling and legitimate procedure in the learning environment.Keywords: Smartphone Usage; Learning Environment, Student EngagementeISSN: 2514-7528 © 2020 The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)....
The Smartphone in the Classroom
Today, students are growing up in a world very different from the world of their teachers or parents. Where and how to learn changes depending on the mode of learning and social networking, which becomes part of their daily lives. Open social media have significant potential to transform teaching and learning. Applications offer numerous ways for students to communicate, collaborate and connect with peers. The range of free educational resources and tools is growing rapidly. Cloud computing (content in the cloud) has made it possible to access free or low-cost applications that were once only available to those who were willing to pay a fee to use them. This paper presents mobile technology and applications, and their potential to improve learning in a wide range of education and training. This paper will address the following topics: mobile learning and creative classrooms, how mobile devices can enhance and improve learning and creativity, tools and technology in the classroom, practical use in education, applications that support work and learning at school and home, and the lack of applications in the Croatian language. 1. MOBILE LEARNING AND CREATIVE CLASSROOMS With the advent of the Internet, the teacher's role of teaching, and more precisely that of a teacher being a resource of information, is losing strength. Students using new technologies have the ability to independently search for information, and as a result the teacher settles into a role of advisor and mentor in the selection of content. One of the newest possibilities for learning that has appeared is "m learning" (learning through mobile phones). "M learning" is the use of applications (gadgets) to enhance and complete class work, and as a result the student quickly accesses information, knowledge and networking with other students. In most cases, students are equipped with better technological devices than teachers. Students quickly adopt new technology (such as new types of smartphones) and adapt to them easier than teachers do. For today's generation of students, traditional school is boring, slow and uninteresting, thus they want to be introduced to new teaching methods. "M learning" (learning) poses new challenges for the teacher. The teacher is the one who must educate himself and explore, and more than anything they need to have the technical knowledge and capabilities (such as a smart phone) to follow students throughout their development.
Features of Mobile Devices and Its Implications into Education: A Literature Review
Computers have changed such as the size, weight and usefulness, and they have become portable devices with the developing technology. This has led to the creation of mobile learning concepts. Devices supporting mobile learning are called mobile devices such as PDAs, Smart Phones, Netbooks, and Tablet PC etc. Computers use in educational environments as it is devices that enrich the educational process, grant to a student-centered education, and facilitate access to sources of information, support individual and lifelong learning. The main purpose of this study is to evaluate the education supported of mobile devices and to use of mobile devices in education. For this purpose, the literature examined is about the subject and the data obtained from literature have been discussion under the headings, reading, writing, communication, interaction and integration.