Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom

Incorporating android conversational agents in m‐learning apps

“…Research on mobile learning has rapidly increased in different kinds of applications, such as mobile learning games (Avouris and Yiannoutsou, ), mobile computer‐supported collaborative learning (Hsu and Ching, ), or mobile apps (Jeng et al ., ). Taking into account the studies described (Gómez‐Domingo and Badia‐Garganté, ), three main types of educative Apps can be identified: Learning Skills Apps, Informational Management Apps and Content Learning Apps. Learning Skills Apps enable students to create their own knowledge.…”

“…Several recent studies describe the great potential of mobile devices to transform the traditional classroom to one that is more interactive and engaging (Ferdousi and Bari, ; Mouza and Barrett‐Greenly, ; Gómez‐Domingo and Badia‐Garganté, ; Zydney and Warner, ). Mobile devices offer a number of features especially important for the design of educative applications: technology‐based scaffolding, location‐aware functionalities, visual/audio representations, differentiated roles, digital knowledge‐construction tools, digital knowledge‐sharing mechanisms, portability, interactivity, context sensitivity, connectivity, individuality and social media.…”

“…Despite the usefulness of such resources, there are no strategies defined for coupling the multimodal interface with the possibilities that these devices offer to enhance mobile educative apps with intelligent communicative capabilities and adaptation to the user needs. In this paper, we present a practical m-learning application that integrates features of Android application programming interfaces on a modular architecture that emphasizes interaction management and context-awareness to foster user-adaptively, robustness and maintainability.Several recent studies describe the great potential of mobile devices to transform the traditional classroom to one that is more interactive and engaging (Ferdousi and Bari, 2015;Mouza and Barrett-Greenly, 2015;Gómez-Domingo and…”

Teaching Through Mobile Technology

“…This affects their experiences and use of technology in their careers as it is seen as an extra skill which they need to gain often in their own time. There is also a lack of organised local support for teachers who try and adopt technology in their teaching process, with many teachers finding themselves isolated (Traxler and Vosloo, 2014;Kearney et al, 2015;Wang et al, 2015;Domingo et al, 2016); 4. Language, Culture, and Context: Language in pedagogy development and use of technology are often not considered in many schools.…”

Τα tablets στην εκπαίδευση. Αποτελέσματα από πιλοτικό πρόγραμμα για τη διδασκαλία συστημάτων του ανθρώπινου οργανισμού σε μαθητές δημοτικού

“…Ένας ακόμη παράγοντας που επηρεάζει τη χρήση των ταμπλετών στη διδασκαλία αφορά τις απόψεις που έχουν οι εκπαιδευτικοί σχετικά με τη χρήση τους στο μάθημα (Churchill & Wang, 2014;Domingo & Garganté, 2016).…”