The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.

No abstract

This mixed-method study at six universities asked degree apprentices about their trajectories into the apprenticeship, to better understand the social mobility potential of apprenticeships. The degree apprenticeship offers a route to a degree for apprentices, who are employees studying for a degree. As a new model, little is known about the apprentices: who they are, their journey towards this degree, and whether they fulfil the social mobility aspirations expressed by apprenticeship policymakers. Computing and IT apprentices at six universities in Scotland, UK, were surveyed (n = 160) to ask about their background and previous experience. Interviews (n = 28) were carried out with apprentices studying with one of the institutions, to enquire how their backgrounds impacted on their journey to this point. By taking a multi-institutional approach, the study reports findings across different degree apprenticeships and geographical locations. Apprentices were found to be drawn from all socioeconomic groups and represented those new to work and upskillers, already in work. For upskillers, the degree apprenticeship offered a belated opportunity for degree-level study. However, young people recruited into the apprenticeship were disproportionally from more privileged groups. We make recommendations for recruitment and selection processes to increase equality of access to degree apprenticeship places.

No abstract

This article summarises the methodology and outcomes of an interventionist/action research project to assess the benefits, and potential pitfalls, of the use of mobile devices in learning and teaching activities in a Further Education environment. A bank of 15 tablet devices were purchased and prepared for classroom use. Staff members were approached to scope potential activities and uses for the tablet devices. Three departments took part in the research activity: the Language School, Social and Vocational Studies and the Hairdressing department. Use of the tablets was varied in nature and included: use of multimedia tools, use of apps, creation and use of a bespoke app, multimedia manipulation and sharing, and creation of an online e-portfolio. Staff and student feedback was gathered during and after the project, and project authors were present during classroom activities for observation and recording purposes. Overall feedback was very positive, but there were issues with tablet use and administration. One of the major issues was the onerous nature of the security setup, and app administration.Keywords: mobile technology; tablets; student attitudes; staff attitudes; mobile classroom(Published: 19 February 2014)Citation: Research in Learning Technology 2014, 22: 22648 - http://dx.doi.org/10.3402/rlt.v22.22648