Mobile Learning in and out of the K-12 Classroom

Bedesem, Peña L.; Arner, Tracy

doi:10.4018/978-1-5225-7365-4.ch065

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…The developed world has invested in big data, Internet of Things, Artificial Intelligence, 5G and cloud-based technologies to sustain teaching and learning during the COVID-19 lockdown (Zhu & Li, 2020). Bedesem and Arner (2019) noted widespread ownership of smartphones and tablets among school-aged youth in developed countries. A European Union comprehensive survey revealed that 70 percent of educators in its bloc had acknowledged the critical role that education played through systematic integration of technology by over 90 percent of the teachers (Buda, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perspectives on Remote-based Teaching and Learning in the COVID-19 Era: Rethinking Technology Availability and Suitability in Zimbabwe

Maphosa

2021

European Journal of Interactive Multimedia and Education

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The outbreak of the coronavirus pandemic (SARS-COV-2) in December 2019 disrupted traditional forms of teaching and learning centred on face-to-face and in-class instruction. Governments enforced social distancing measures characterised by stay-at-home strategies and the closure of schools and other learning facilities. The government of Zimbabwe adopted radio broadcast as the primary tool for lesson delivery during the COVID-19. Contextually, Zimbabwe's radio signals are only accessed by 29.1 percent of the entire population, with weak to no reception in some regions, especially those in the south. While radio access is low, mobile phone ownership per household is over 90 percent. In light of the contextual dynamics, the study examined available technologies to deliver educational content during the COVID-19 lockdown as the government declared radio broadcasts as the primary tool to support teaching and learning. The study utilised an adapted Technology Acceptance Model as the theoretical framework. Secondary school teachers from the southern region were drawn through random sampling to participate in the survey to gather their opinions and practices. The study results revealed that teachers preferred to use smartphones and computers/laptops for teaching rather than radio. The study identified barriers such as lack of infrastructure, cost of data, lack of connectivity, lack of access to computing devices, and the institution's culture. The results could influence policymakers in adopting digital media for teaching, and this will equip learners with 21st-century skills. Continuous professional development of teachers should aim to improve their digital skills.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perspectives on Remote-based Teaching and Learning in the COVID-19 Era: Rethinking Technology Availability and Suitability in Zimbabwe

Maphosa

2021

European Journal of Interactive Multimedia and Education

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“…Social networking sites (SNSs) allow students to form cooperative groups, take a more active part in their education, and function as resources for one another (Hung & Yuen, 2010). Students and educators use motor devices such as PDAs, cell phones, and portable tools a lot since they are easily accessible, have Internet browsers, and can send and receive emails and SMS (Csete, Wong, & Vogel, 2004). These gadgets have been used for online shopping, voice recording, voice memos, video transfers, chat messages, and audio files, among other things (Landau & Lubin, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

EFL Students' Opinions about Learning English Using Telegram App at the University Level

2023

IJoHSS

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EFL students now have more options thanks to the quick advancements in mobile technologies and the appearance of new apps like Telegram. Therefore, the purpose of the current study was to find out how EFL College students felt about using Telegram to learn English. 600 EFL college students-400 females and 200 maleswere randomly selected from Jordan's Yarmouk University's English and Translation department for the current study. Data for this inquiry was gathered using a survey questionnaire., which employed a quantitative approach. Based on the statistics, most learners of EFL said Telegram was a useful medium for learning English, especially for the four capabilities of vocabulary and grammar acquisition. The findings of this study might help Jordan's higher education institution modernize its teaching techniques.

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“…There is a widespread ownership of mobile technology, including mobile/ smartphones, tablets, chromebooks, among school-aged youth (Bedesem & Arner, 2019). Mobile technologies, especially newer, portable handheld devices such as smartphones and tablets allow students to carry out various activities such as, listening to music, watching videos, using a GPS, taking (and editing) photos and videos, taking notes and playing games.…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning in Science: A Study in Secondary Education in Greece

Νικολοπούλου¹,

Kousloglou²

2019

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Mobile technology can facilitate students' learning in anytime, anywhere. Different tools can be used to support science learning, while mobile devices with internet access can facilitate students' online investigations of simulations, video and virtual labs. However, there are few studies that reported mobile supported science activities and this topic is not covered within the Greek context. This paper presents a small scale study from Greece, with examples of mobile technology-supported learning activities in science lessons (in secondary schools). In parallel, it discusses studies on science learning with mobile technology and presents the context of mobile learning in Greece. Implications for educational policy makers, teachers and students are finally discussed.

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Mobile Learning in and out of the K-12 Classroom

Cited by 5 publications

References 16 publications

Teachers’ Perspectives on Remote-based Teaching and Learning in the COVID-19 Era: Rethinking Technology Availability and Suitability in Zimbabwe

Teachers’ Perspectives on Remote-based Teaching and Learning in the COVID-19 Era: Rethinking Technology Availability and Suitability in Zimbabwe

EFL Students' Opinions about Learning English Using Telegram App at the University Level

Mobile Learning in Science: A Study in Secondary Education in Greece

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