Using Mobile Devices for Educational Purposes in Compulsory Secondary Education to Improve Student’s Learning Achievements

Gómez-García, Melchor; Soto-Varela, Roberto; Morón-Marchena, Juan Agustín; Espejo, María José del Pino

doi:10.3390/su12093724

Cited by 24 publications

(28 citation statements)

References 38 publications

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“…However, roughly 59% of educational centers have integrated the use of mobile phones for educational purposes into secondary school and for educational cycles [2], and their use could influence academic performance positively, regardless of the methodology used [8]. Thus, better results are observed than when using computers, due in part to ubiquity [23], and the pedagogical innovations developed [24].…”

Section: Discussionmentioning

confidence: 99%

“…In addition, a digital divide exists that affects vulnerable groups of disadvantaged students, students of a foreign origin, and those with special educational needs [7]. Similarly, the use of mobile devices is also promoted among secondary students [8]. However, their application for teaching and research for educational purposes remains to be limited [9].…”

Section: Information and Communication Technology (Ict) In Educationmentioning

confidence: 99%

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Technological Factors That Influence the Mathematics Performance of Secondary School Students

et al. 2020

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Although the value of information and communication technology (ICT) is positive and its use is widespread, its potential as a teaching tool in mathematics is not optimized and its methodological integration is rare. In addition, the availability of ICT resources in schools is positively associated with the academic success of students, and the availability of ICT resources at home is negatively associated with their success. To determine the relationships among academic performance, uses, and available ICT resources, a total of 2018 secondary school students participated in the present study. The uses and available ICT resources, and the learning of mathematics and ICT, were evaluated using a validated 11-item questionnaire. Statistical analysis reveals that, of the secondary education levels, the lowest results are observed in the third year. A total of 64% of students affirm that they use ICT at home to study mathematics. In addition, 33.61% of the students affirm that they use their mobile phones frequently while studying at home. However, it should be noted that between 23.80% and 28.44% affirm that they dedicate more than 4 h per day to phone calls. Educational level is a predictor of academic performance in mathematics associated with students’ uses of ICT. The scores indicate that the computer is generally used for Internet searches, thus, limiting the use of ICT for educational purposes. Furthermore, there is a difference regarding gender.

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Section: Discussionmentioning

confidence: 99%

Section: Information and Communication Technology (Ict) In Educationmentioning

confidence: 99%

Technological Factors That Influence the Mathematics Performance of Secondary School Students

et al. 2020

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“…The ICT training of mathematics teachers, in addition to providing training and professional development, should encourage the integration of new active methodologies in the classroom [50] and provide effective tools for learning mathematics [51]. Despite this, technological advances are a challenge for many teachers, due to the complexity of the continuously changing software [52,53]. In addition, there is the difficulty of training teachers to adapt new methodological strategies in their teaching style and to expand their ICT tool knowledge in both their personal and professional environment [54,55].…”

Section: Ict Training For Mathematics Teachersmentioning

confidence: 99%

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

et al. 2020

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Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

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“…Some earlier studies have identified the utilization of computer-mediated language learning as a good medium for long-term learning. Spaced repeating can assist users in building effective study patterns with an application while engaged in L2 learning [22][23][24][25][26][27]. Other studies showed more innovation, such as how to teach vocabulary to students by making lists of words more powerful and interesting through multimedia enhancement, and this was particularly applied to the English language [28][29][30].…”

Section: Introductionmentioning

confidence: 99%

CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

Çakmak

Namaziandost

Kumar

2021

Education Research International

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CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.

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Using Mobile Devices for Educational Purposes in Compulsory Secondary Education to Improve Student’s Learning Achievements

Cited by 24 publications

References 38 publications

Technological Factors That Influence the Mathematics Performance of Secondary School Students

Technological Factors That Influence the Mathematics Performance of Secondary School Students

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

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