Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children

Papadakis, Stamatios; Vaiopoulou, Julie; Kalogiannakis, Michail; Stamovlasis, Dimitrios

doi:10.3390/su12104201

Cited by 102 publications

(108 citation statements)

References 31 publications

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“…The use of the mobile phones' application needs a careful consideration for using it for a particular aspect of the learners' need. This all depends how instructors, parents, and guide choose the application (Papadakis et al, 2020). Students learning proficiency fosters by the use of distant Moodle activities by the use of mobile phones (Papadakis et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Use of M-Learning: A Perspective of Learners’ Perceptions on M-Blackboard Learn

AlKhunzain

Khan

2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">The life of the common to the students have changed due to spread of COVID-19 9 all around the globe. All the educational institutions were also set to be functioned remotely following the global instructions to meet the challenges to combat the COVID-19. The of current inquiry is the explore the male and female learners on the use of mobile phones for Blackboard learn. The Study survey method to collect the data. 68 participants of the medical majors of the CFY formed the sample for the present study. The findings of the study indicate that learners preferred to use M-blackboard. The results also indicated that backboard which is a form of e-learning can be beneficial if it is used with the traditional classroom teaching to get the potential benefits of the software.</p>

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Section: Introductionmentioning

confidence: 99%

The Use of M-Learning: A Perspective of Learners’ Perceptions on M-Blackboard Learn

AlKhunzain

Khan

2021

Int. J. Interact. Mob. Technol.

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“…However, given the wide range of quality present among educational apps (e.g., Callaghan and Reich, 2018;Meyer et al, unpublished), it is not clear that even technology and media use that is intended to be instructional is effective for promoting learning. Several rubrics have been created to help educators make decisions about which apps are likely to be effective (e.g., Papadakis et al, 2020), but none are yet in wide-use. Recently, Android's Google Play has added a "Teacher Approved" section to its store, which includes only apps that have been rated as high-quality by a panel of teachers on a framework created by researchers and education experts (Perez, 2020).…”

Section: Discussionmentioning

confidence: 99%

Technology and Media Use in Preschool Classrooms: Prevalence, Purposes, and Contexts

Dore

Dynia

2020

Front. Educ.

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Although the amount of time that preschoolers spend with screen media at home is continuing to increase, less is known about the types of media experiences children are having in preschool settings. Furthermore, little research has investigated the purposes for which preschool teachers use technology and media in the classroom and the contexts in which such use occurs. The current study addresses that gap by providing a nuanced picture of technology and media use in preschool classrooms. Lead teachers were recruited via email lists of educators who participated in previous studies or expressed interest in receiving communication from our research group. Participants (N = 312, 98.6% female; Mage = 43.9 years) all taught preschool-age children. Participants were first asked to check which of four devices they used with children in their classroom (tablet, smartphone, computer, television). If participants responded that they used each device, they were asked how often. Survey items also assessed (1) Purposes: how often teachers used each device for instructional purposes (e.g., teaching new material, practicing material) and non-instructional purposes (e.g., entertainment, as a reward), and (2) Context: how often teachers used devices for both teacher-supported and non-teacher-supported activities. Results indicated that tablet and computer use were most common, whereas smartphone and television use were less prevalent. Teachers reported most frequently using tablets, computers, and smartphones for instructional purposes. Television was most frequently used for entertainment. Tablets and smartphones were most frequently used in teacher-supported individual contexts, whereas computers were most frequently used in teacher-supported whole group contexts. Latent class analysis showed five classes of classroom technology and media use: tablet and computer users, tablet only users, low technology users, computer for teacher-supported instruction users, and television only users. Finally, we determined that these classes were predicted by program funding (publicly- or privately-funded), teacher experience, and teacher education.

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“…Access by refugee students to a fixed Internet network and paid applications, courses, or materials was considered difficult to achieve depending on their place of residence and their family's financial situation. That is why the creation of free applications [14,36,88] not subjected to Internet connection was recommended [50,83,89].…”

Section: Living Conditions Of Refugee Studentsmentioning

confidence: 99%

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

et al. 2020

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The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

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Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children

Cited by 102 publications

References 31 publications

The Use of M-Learning: A Perspective of Learners’ Perceptions on M-Blackboard Learn

The Use of M-Learning: A Perspective of Learners’ Perceptions on M-Blackboard Learn

Technology and Media Use in Preschool Classrooms: Prevalence, Purposes, and Contexts

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

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