ABSTRACT
Mobile technology is becoming prevalent in today’s society. Yet despite the widespread use of Internet-accessible mobile devices, very little research has been undertaken to examine the value that mobile technology may have (Cheung & Hew, 2009), especially within the milieu of higher education. With ever-expanding technological capabilities and rapidly increasing student use of sophisticated mobile devices, such as smartphones and tablets (Chaffey, 2017; Chang, Lai, & Hwang, 2018; Guri-Rosenblit, 2009; Peng et al, 2009), it is imperative that educators consider the impact that these devices may have—particularly when it comes to the affordances such devices provide for mobile learning in the digital classroom (Demmans Epp, Watanabe, & Swann, 2017). This paper reports on the demographic and descriptive findings from a three-year study on online graduate-level students’ perceptions and experiences with mobile devices that provides some insight into the relationship between graduate level learners, their online learning contexts, and their use of mobile devices for learning. The results indicate that: (1) the use of mobile devices for learning is common among these students, and (2) these devices and how they are being used are rapidly evolving to provide nearly seamless continuity of formal learning for the increasingly mobile learner.
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
SWAYAM is a government-sponsored initiative aimed at achieving the three
cardinal principles of education policy: access, fairness, and quality. The goal of this
initiative is to make the greatest teaching and learning tools available to everyone,
especially the most disadvantaged. SWAYAM aims to close the digital divide for
students who have been left behind by the digital revolution and are unable to
participate fully in the knowledge economy. This is accomplished using an in-house
created IT platform that allows anybody, anywhere, at any time to access all of the
courses taught in classrooms from 9th grade to post-graduation.The UGC announced
this in a gazette notification in July 2016.Essentially, this platform has evolved
through four quadrant approaches: video lectures, specifically prepared reading
material that may be printed, self-assessment quizzes, and finally, discussion forums
for more clarifications. The massive open online course, which is a methodology for
distributing learning content to a huge number of individuals online, is hosted on
this platform. This paper deals with journey of SWAYAM, scope, benefits, and
issues
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
Professional Development and Capacity Building of Teachers and Teacher Educators with the hlep of Use of Information and Communication Technology (ICT)
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAILijait
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
REASSESSMENT OF THE ADOPTION AND INTERGRATION OF ICTs TO ENHANCE TEACHING AND...paperpublications3
Abstracts: This research was a reassessment of the level at which one of Kenyan universities have reached in the adoption and integration of Information Communication Technology in their academic programs to enhance teaching and learning practices. The main purpose of this was to investigate the progress in this area since 2009 when I conducted a related research in Moi University in Kenya. It is important to note that this research started by assessing the basics of ICTs adoption in 2009 which included ICT infrastructure, ICT hardware, software & information system, human resource and ICT Security which is always the initiation stage. ICT strategies and ICT plans should be continuously evaluated to align with institutional visions and missions in order to achieve effective use of ICT in their academic programs in preparation for the future human resource in various fields where they will be required to work. This study adopted Descriptive research design as a framework that guided the entire research process. The study was informed greatly by the theory of Marcus theoretical model of adoption and Continuum approach model. The data was collected through observation, the use of questionnaires and interviews. The data collected was analyzed qualitatively and quantitatively. The findings of this study acts as an ICT needs analysis and it will enable the university and other similar universities in East Africa to enhance acquisition, adoption and integration of ICTs in their academic programs.
Learning Environments
Steven Lopes Abrantes
Instituto Politécnico de Viseu (Portugal)
steven@di.estv.ipv.pt
Luis Borges Gouveia
Universidade Fernando Pessoa (Portugal)
lmbg@ufp.edu.pt
InSite 2010
22-June-2010
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own Device’) versus prescribed (minimum standards) technology for learning by reporting on key findings of an institutional mobile learning prescribed technology trial. The study investigated student experiences with and preferences for mobile learning technology, accessible via BYOD or a prescribed approach. The study participants were loaned a tablet and instructed on how to use it for various learning activities throughout a teaching period. A survey and in-depth interviews were used to evaluate the study’s outcomes. It was found that students used their personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As majority of students in this study already owned a personal mobile device and used it for some learning activities, they did not think they acquired any new skills as a result of this project. However, in regards to the loaned tablets use, students found it had overall improved their digital literacy skills and typing speed and overall facilitated better multi-tasking and productivity. Based on findings, we offer three key considerations on how to fully leverage mobile learning technology in the classroom.
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This presentation details the use of mobile technologies, such as smart phones and tablets, as important instructional research components in a global social media course. Examples will be provided relating to the research procedures, mobile technology implementation and designed academic activities that illustrate beneficial and enhanced student learning.
Role of ICT Improving Quality of Future Teachers: A Proposed ICT Competency...Dr Poonsri Vate-U-Lan
Role of ICT improving quality of future teachers by Asst. Prof. Dr. Poonsri Vate-U-Lan. An invitation from the Teacher Education Center under the auspices of UNESCO, Shanghai, China, 2021
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
SWAYAM is a government-sponsored initiative aimed at achieving the three
cardinal principles of education policy: access, fairness, and quality. The goal of this
initiative is to make the greatest teaching and learning tools available to everyone,
especially the most disadvantaged. SWAYAM aims to close the digital divide for
students who have been left behind by the digital revolution and are unable to
participate fully in the knowledge economy. This is accomplished using an in-house
created IT platform that allows anybody, anywhere, at any time to access all of the
courses taught in classrooms from 9th grade to post-graduation.The UGC announced
this in a gazette notification in July 2016.Essentially, this platform has evolved
through four quadrant approaches: video lectures, specifically prepared reading
material that may be printed, self-assessment quizzes, and finally, discussion forums
for more clarifications. The massive open online course, which is a methodology for
distributing learning content to a huge number of individuals online, is hosted on
this platform. This paper deals with journey of SWAYAM, scope, benefits, and
issues
Professional Development of Teachers: Use of ICT for Capacity BuildingDrSK Pulist
Professional Development and Capacity Building of Teachers and Teacher Educators with the hlep of Use of Information and Communication Technology (ICT)
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAILijait
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
REASSESSMENT OF THE ADOPTION AND INTERGRATION OF ICTs TO ENHANCE TEACHING AND...paperpublications3
Abstracts: This research was a reassessment of the level at which one of Kenyan universities have reached in the adoption and integration of Information Communication Technology in their academic programs to enhance teaching and learning practices. The main purpose of this was to investigate the progress in this area since 2009 when I conducted a related research in Moi University in Kenya. It is important to note that this research started by assessing the basics of ICTs adoption in 2009 which included ICT infrastructure, ICT hardware, software & information system, human resource and ICT Security which is always the initiation stage. ICT strategies and ICT plans should be continuously evaluated to align with institutional visions and missions in order to achieve effective use of ICT in their academic programs in preparation for the future human resource in various fields where they will be required to work. This study adopted Descriptive research design as a framework that guided the entire research process. The study was informed greatly by the theory of Marcus theoretical model of adoption and Continuum approach model. The data was collected through observation, the use of questionnaires and interviews. The data collected was analyzed qualitatively and quantitatively. The findings of this study acts as an ICT needs analysis and it will enable the university and other similar universities in East Africa to enhance acquisition, adoption and integration of ICTs in their academic programs.
Learning Environments
Steven Lopes Abrantes
Instituto Politécnico de Viseu (Portugal)
steven@di.estv.ipv.pt
Luis Borges Gouveia
Universidade Fernando Pessoa (Portugal)
lmbg@ufp.edu.pt
InSite 2010
22-June-2010
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own Device’) versus prescribed (minimum standards) technology for learning by reporting on key findings of an institutional mobile learning prescribed technology trial. The study investigated student experiences with and preferences for mobile learning technology, accessible via BYOD or a prescribed approach. The study participants were loaned a tablet and instructed on how to use it for various learning activities throughout a teaching period. A survey and in-depth interviews were used to evaluate the study’s outcomes. It was found that students used their personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As majority of students in this study already owned a personal mobile device and used it for some learning activities, they did not think they acquired any new skills as a result of this project. However, in regards to the loaned tablets use, students found it had overall improved their digital literacy skills and typing speed and overall facilitated better multi-tasking and productivity. Based on findings, we offer three key considerations on how to fully leverage mobile learning technology in the classroom.
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This presentation details the use of mobile technologies, such as smart phones and tablets, as important instructional research components in a global social media course. Examples will be provided relating to the research procedures, mobile technology implementation and designed academic activities that illustrate beneficial and enhanced student learning.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Similar to Ally & Wark (2018) Online student use of mobile devices for learning (20)
Design principles for an adult literacy mobile learning solution in a blended...Dr. Norine Wark
Recognizing the risks of pervasive low adult literacy levels amongst Canadians and globally, our research project aims to design a mobile learning solution to support literacy training for adult learners in a blended learning context. This mobile solution will equip them with language and digital literacy skills needed to thrive in their communities and workplaces. This paper offers preliminary results of this research project investigating design principles for an adult literacy mobile learning solution. It provides definitions for design principles and guidelines. The paper also identifies, briefly discusses, and provides examples of the three key themes from the reviewed literature and interviews with experts during the Informed Exploration process in Phase 1 of this project.
Framework for Mobile Learner Language Learning ContextsDr. Norine Wark
Presentation on one of three mobile learning design principles, Context: Integrate environmental affordances (Palalas, Pawluk, & Wark, 2017; Palalas & Wark, 2017a & b)
Authentic Situational Context (merging real and virtual worlds) blends Learner Dimensions with External Contextual Elements to yield Interdependent Learning Concepts.
Link to published conference paper: https://doi.org/10.4018/IJCALLT.2020100106
Self regulation elements in the adult literacy blended learning solutionDr. Norine Wark
Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project that aims to define design guidelines and principles for a mobile adult literacy learning system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking and monitoring time devoted to learning with mobile tools and their effect on self-regulated learning. Their work shows that there is a positive correlation between self-regulated learning and monitoring study-time, as well as between self-regulated learning and study-time planning. These authors also noticed that complexity of the tool has a negative impact on a learner’s ability to use and integrate the tool into their schedule, hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools can not only show individual progress, but can also present the learner’s situation within the context of a group when possible. Such information, combined with positive reinforcement through notifications and reminders, can be very motivating. As reported by Tabuenca et al. (2015), notifications and reminders have a positive impact on learner results. These authors suggest that notifications containing learning analytics and generic tips on self-regulation may positively influence time management skills and, as a result, improve the learner’s ability to incorporate learning episodes into everyday life. Such reminders create occasional “stop and think” moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to other learners in their course can encourage the learner to self-monitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential technological solutions that can support implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and guidance tools in self-regulated learning are also discussed.
Design principles for an innovative learner-determined mobile learning soluti...Dr. Norine Wark
A team of seasoned language learning, literacy, and technology experts have developed a mobile literacy solution in response to pervasive low adult literacy skills in Canada and globally. This innovative DBR project combines iterations of data collection from pertinent literature with surveys, interviews, and focus group with experts and adult literacy learners to inform and guide evolving cycles of a mobile adult literacy app prototype that promotes the development of language and digital literacy skill. The aim is to produce a pedagogically and technologically sound, innovative literacy solution that is designed by experts for the learner and with the learner.
The prototype app and the key findings related to its design are presented. These findings center on three pedagogical design themes and related principles: (1) Mobility: Design for the mobile learner, (2) Learner-Determined: Respond to the learner, and (3) Context: Integrate environmental affordances into the design. Organized within each theme and principle are secondary principles and guidelines used to direct the development of the mobile app. These replicable principles and guidelines may inform the development of successful mobile adult literacy solutions in any similar contexts, as well as generate further academic research and dialogue.
Ally & Wark (2017) Mobile Learning to Improve AccessDr. Norine Wark
We are in the mobile era where mobile technology is available to billions of people around the world. Education should take advantage of this availability to deliver education to everyone regardless of location and status. Society has the responsibility to provide a basic education to everyone. This is reinforced by UN Sustainable Development Goal 4: “inclusive and equitable quality education and promote lifelong learning for all”. There are many benefits for using mobile learning in education, but the most important ones include reaching people in remote locations, educating the disadvantaged, allowing learners to learn in context, and facilitating social interactions for learning. The implementation of mobile learning and the availability of open education resources will provide equal access to education to citizens of the world and allow education to reach the unreachable. People in many countries, especially developing countries, already have mobile technology which they can use to access education. People in developing countries are skipping the large computer age and moving directly to mobile technology. The young generations of students are comfortable using technology. This provides an excellent opportunity for educators to reach learners around the world regardless of location. The combination of mobile learning and use of open education resources will make education affordable to everyone. Education for all cannot be achieved with the current traditional education system where learners have to go to a specific location to learn. Using mobile technology allows learners to use the communication capabilities of the technology to network with people around the world so that they learn from each other and share information. Mobile and emerging technologies will allow ubiquitous access of information and learning materials where citizens of the world can access learning materials from anywhere and at any time. The technology will exist everywhere giving learners’ seamless access to learning materials. The learning space is moving away from the classroom at a specific time to anyplace and anytime. This presentation will describe how mobile technology can be used to increase access to education. It will present examples of successful mobile learning implementations. Participants will be able to identify how they can use mobile learning in their organizations to provide flexible access to education.
Augmented reality (AR) is the projection of digital sensory information (such as images and sounds) onto real world objects (Azuma, 1997; Hӧllerer & Feiner, 2004; Richardson et al., 2014). AR systems register and render digital visual imagery as overlays in the real world through the use of wearable and mobile hardware devices that enables respondents to align, explore, and manipulate 3D virtual and physical objects in real time. The AR technology offers innovative solutions to rapidly-evolving industry training needs by reducing training time and increasing workplace safety, while supplying contemporary expert instruction on demand. This training process is active, enabling learners to “see-and-do” as they learn by providing fully animated step-by-step instructions overlaying real objects that learners are practicing on. However, to benefit organizations, the AR system should be able to train learners in their place of work rather than having to travel to a central location for the training. This presentation will describe how augmented reality can be used in distributed learning and will provide examples of augmented reality training at a distance. It will also present results from a recent augmented reality training project. Participants will get an opportunity to determine how augmented reality can be used for education and training in their institutions.
This slideshow is about an independent research team's investigation into the value of a new proprietary augmented reality industrial sales and service training system called, "ScopeAR." The university research team conducted a pre-test/post-test study involving employees from three North American industrial sites, using the New Krikpatrick Model (2009) to evaluate the viability of this training system versus traditional face-to-face and computer-mediated training. This slideshow introduces AR, the Scope AR training system, and the research method before presenting results from the study. This study determined that the Scope AR training program surpassed any previous face-to-face or computer-mediated accentuator valve training experience.
A doctoral dissertation employed a critical pragmatic research paradigm and a transformative mixed methods methodology to explore what educational paradigm most empowers leaners to acquire higher levels of emergent technology integration for learning on demand. Participants included 12 graduate-level students from two Master of Education courses at one online North American institute during one four-month term. A Paradigm Shift Framework (Wark, 2018) was designed to generate quantitative questionnaires and qualitative interviews for capturing participants’ paradigmatic preferences and perceived levels of integration mastery with 16 emergent educational technologies throughout the term. This paper identifies two possible factors for why, collectively, respondents in Course A moderately increased their preference for a behavioural paradigm, while Course B respondents significantly increased their preference for a perceptual paradigm by the end of the term. The first factor is respondents’ conception of the term, emergent technology, and the second is the practice of mindfulness.
Wark (2018) Shifting Paradigms: A critical pragmatic evaluation of key factor...Dr. Norine Wark
A doctoral dissertation presentation on an inaugural study comparing learners' ability to integrate emergent technologies for learning on demand based upon what key factors, and ultimately, what educational paradigm and approach to learning that the learners in the study most preferred. Study compares traditional behavioural paradigm to perceptual, learner-determined paradigm. Findings indicate that learners who prefer a perceptual paradigm and heutagogical approach to learning significantly improved their ability to integrate the 16 emergent technologies in the project by the end of the study, while those preferring the behavioural paradigm and pedagogical approach reported a slight decrease in their ability to integrate these technologies by the end of the study. Furthermore, 75% of respondents indicated that they were in the midst of a shift between the two paradigms at the time of study. This dissertation makes a significant contribution to the academic community, offering a Paradigm Shift Framework and Omni-tech Taxonomy to guide the perpetual, thoughtful, and purposeful integration of emergent technologies for learning on demand in theoretically- and practically-cohesive learning contexts. Furthermore, this study verifies that learning is not linear or hierarchal in nature, but is indeed, messy, complex, and dynamic in nature. Dissertation accessible at: http://hdl.handle.net/10791/274
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ally & Wark (2018) Online student use of mobile devices for learning
1. A presentation by Dr. Mohamed Ally and Dr. Norine Wark
Athabasca University, Canada
November, 2018
2. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
➢Introduction
➢Literature review
➢Research method and data collection
➢Findings
➢Discussion
➢Conclusion
Presentation Overview
4. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
• Widespread use in Western society
• Most large distance education (DE) institutes do not offer learning through
mobile devices
• Little attention paid to impact of latest technological development in DE
• Even less research conducted on mobile technology in online learning
Mobile Device Use
5. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Presentation reports on descriptive data gathered during 3-year mixed methods
research project at one Canadian online educational institution; sought to
determine how mobile communication technology could assist learners in an
online Community of Inquiry (CoI; Garrison, Anderson, & Archer, 2001)
Discussion focuses upon online graduate level students who used mobile
devices.
This presentation answers the following research questions:
1. What mobile devices do students use when they learn online?
2. What is the frequency of mobile device use when learning online?
3. What activities do students engage in when using mobile devices for online
learning?
Our Study
7. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Few Canadian studies on mobile device use for learning; recent systematic review
= 44 studies on mobile device use in education settings (Cheung & Hew, 2009)
Only two studies focused on the use of mobile devices in Canadian education
system:
• One was in a middle school classroom setting (Allan, Carbonaro, & Buck, 2006)
• One sampled first year university students (McCracken, Withers, & Fee, 2007)
Handful of studies on student attitudes and opinions towards mobile technology;
findings suggest that mobile devices can enhance learning experiences (e.g., Al-Fahad,
2009; Daher, 2009; Dearnley et al., 2009; Koole, 2009; Grant et al., 2015; Motiwala, 2007; Pawluk, Palalas, & Wark,
2018; Philip, 2017)
Mobile learning benefits: Affordability and portability (Attewell, 2006; Chee, Yahaya, Ibrahim,
& Noor Hassan, 2018; Gartner, 2017)
However, not much is known about how the widespread use of mobile devices
affects DE; one aim of this study was to shed light on respondents’ perceptions
on and experiences with mobile devices for learning.
Mobile Device Use for Learning
9. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Data collected from numerous online graduate programs over five semesters
This presentation reports on demographic and descriptive data gathered from
online questionnaires completed by volunteer respondent groups:
• Questionnaire 1: Two groups - mobile device users and non-users (n=695; 28%
response rate)
• Questionnaire 2: Mobile device users only (n=389; 72% response rate of Questionnaire
1 mobile device users)
• Used SPSS v. 23 software to produce frequency and descriptive data reported herein
Demographics:
• 54% between ages 35 – 49; 21% between ages 44 – 49
• 62% female; 38% male
• 2 out of 5 lived in large urban centers (pop. > 500,000); nearly 1 out of 5 lived in
medium urban (pop. 100,000 – 499,999), small urban (10,000 – 99,999), or rural areas
(within 2 hours commute from an urban center)
• 47% completed 7 or more online courses before the study began
Respondents and Instruments
11. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Learning Environment
Questionnaire 1 - All respondents:
1. Most-used communication & interaction tools:
• Email (89% of respondents)
• Hard copy texts (78%)
• Online chat or instant messaging (55%)
2. Most-used Learning Management System (LMS) media:
• Course homepage (>93%)
• Assignment drop box/course management tools (92%)
• Asynchronous text posting (89%)
3. Group activities:
• 73% whole class activities
• 44% small group activities
4. Assignments:
• >99% individual assignments
• 48% group assignments
12. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
78% (n=389) of respondents currently used 1 or more mobile devices
71% used mobile device for their current course (99% voluntarily; 1% mandatory)
Those who were not using their device in the course gave these reasons:
1. Device too small to input (63%) or view (60%) information
2. Incompatibility with other hardware (e.g., printers; 17%)
3. Software issues:
• Shortage of apps (28%)
• Incompatability with learning management system (19%)
4. Cost:
• Internet connection fees (20%)
• Loss/theft (5%)
5. Miscellaneous:
• For work purposes only (7%)
• Living in countries like Saudi Arabia and China, prefer computer, keep coursework on one
device, etc. (5%)
Introducing the Topic of Mobile Devices
(Users & Non-users)
13. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Expanding the Discussion with Users
6%
4%
12%
13%
17%
29%
19%
Length of Time Using Mobile Devices
(General Use; by Percent)
0-6 months
7-12 months
1-2 years
2-3 years
3-5 years
5-10 years
>10 years
14. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
General Use of Mobile Devices
23%
35%
24%
18%
Number of Devices Currently Used
(By Percent)
One
Two
Three
Four or More
15. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
The following results are based upon the device that respondents most often
used for learning purposes.
1. The most common brands were Apple iPad (38%) and iPhone (27%)
2. This device was most often used for:
• School (88%)
• Pleasure (85%)
• Work (73%)
• Socialization (65%)
3. 43% of respondents had been using this device
for 1-2 years
4. 90% of respondents used the device daily
Student Use of Mobile Devices
17. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
- Almost 4 out 5 respondents use mobile devices
- Device use is not mandatory in school; 7 out of 10 use these devices for online
learning
- Respondents expect future online courses to be mobile device-friendly
Implication:
Program infrastructure and course re-design to enable seamless access to
learning anywhere, anytime via a variety of platforms
Discussion
18. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Although device size deterred student use, as pervasiveness of smartphones has
grown, so have screen size, battery life, and memory (Gartner, 2017; Statista, 2017)
Mobile devices are increasingly multimedia, multi-computing hybrids (Taylor, 2014)
Android and Microsoft products are increasingly wireless, cross-platform, and
interface with a growing number of plug-and-play devices
App explosion: Over 2.2 million GooglePlay and almost 2 million Apple apps (Saifi,
2017)
Changing Landscape for Mobile Learning
19. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
General Use vs Student Use of Mobile Devices
0
5
10
15
20
25
30
35
40
45
50
G-Mobile Phone S-Mobile Phone G-Tablet S-Tablet G-Portable Media
Player
S-Portable Media
Player
General and Student Use of Mobile Devices:
Most Frequently Used (By percent)
G-Mobile Phone
S-Mobile Phone
G-Tablet
S-Tablet
G-Portable Media Player
S-Portable Media Player
Key:
G - General Use
S - Student Use
21. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
May be first large, longitudinal study involving Canadian online graduate level
learners’ general and school-related use of mobile devices, thus provides
valuable insights and recommendations for mobile learning in similar contexts
- Educational institution should take advantage of this online and always-on era
by delivering mobile device accessible courses
- Mobile device-friendly learning management system (LMS) and courses
designed for multi-platform delivery
- Student choice of devices to use; learning materials accessible on a variety of
screen sizes
- Integration of emerging wearable and virtual technologies with existing
technologies will enhance mobile learning opportunities for all, including
special needs groups
Final Thoughts and Recommendations
22. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Possible research projects include:
- Determining how to design mobile device-friendly courses and to how
promote high-level learning through interactive strategies (Suárez, Specht, Prinsen,
Kalz, & Ternier, 2018)
- Exploring how students use mobile devices in a variety of learning contexts to
enhance future mobile learning opportunities
Future Research
23. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Dr. Mohamed Ally Dr. Norine Wark
mohameda@athabascau.ca norinewark@gmail.com
Athabasca University
Athabasca, Alberta
Canada
Thank You
This project was made possible through a funding grant from
Social Sciences and Humanities Research Council (SSHRC) of Canada
24. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Al-Fahad, F.N. (2009). Students’ attitudes and perceptions towards the effectiveness of mobile
learning in King Saud University, Saudi Arabia. The Turkish Online Journal of Educational Technology,
8(2).
Allan, C., Carbonaro, M., & Buck, G. (2006). A survey of personal digital assistants (PDAs) use in a
middle school environment: Perceptions of teachers, parents and students. Meridian Middle School
Computer Technologies Journal, 2(9). Retrieved from
http://www.ncsu.edu/meridian/sum2006/PDAS/
Attewell, J. (2005). Mobile technologies and learning: A technology update and m-learning project
summary. London: Learning Skills and Development Agency. Retrieved from
Chee, K. N., Yahaya, N., Ibrahim, N. H., & Noor Hassan, M. (2017). Review of Mobile Learning Trends
2010-2015: A Meta-Analysis. Educational Technology & Society, 20(2), 113–126.
Cheung, W.S., & Hew, K.F. (2009). A review of research methodologies used in studies on mobile
handheld devices in K-12 and higher education settings. Australian Journal of Educational
Technology, 25(2), 153-183. Retrieved from https://ajet.org.au/index.php/AJET/article/view/1148
Daher, W. (2009). Students’ perceptions of learning mathematics with cellular phones and applets.
iJET, 4(1), 23-28. Retrieved from http://www.math4mobile.com/students-perceptions-of-learning-
mathematics-with-cellular-phones-and-applets-2
Dearnley, C., Taylor, J., Hennessey, S., Parks, M., Coates, C., Haigh, J., Fairhall, J., Riley, K., & Dransfield,
M. (2009). Using mobile technologies for assessment and learning in practice settings: Five case
studies. International Journal on E-Learning, 8(2), 193-207. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/17765015
References
25. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer
conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
Gartner. (2017, February 15). Gartner says worldwide sales of smartphones grew 7 percent in the
fourth quarter of 2016. Gartner. Retrieved from http://www.gartner.com/newsroom/id/3609817
Grant, G. M., Tamim, S., Brown, D. B., Sweeney, J. P., Ferguson, F. K., & Jones, L. B. (2015). Teaching
and learning with mobile computing devices: Case study in K-12 classrooms. TechTrends, 59(4), 32-
45. Retrieved from https://link.springer.com/article/10.1007/s11528-015-0869-3
Koole, M. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming
the delivery of education and training (Vol. 1, pp. 25-47). Edmonton, Alberta: AU Press. Retrieved
from: http://www.aupress.ca/index.php/books/120155
McCracken, J., Withers, D., & Fee, J. (2007). The contexts and everyday uses of mobile technologies
for first year university students: Implications for learning activity design. In C. Montgomery & J.
Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommuncations 2007 (pp. 2077-2080). Chesapeake, VA: AACE.
Motiwalla, L.F. (2007). Mobile learning: A framework and evaluation. Computers and Education, 49,
581-596. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131505001569
Pawluk, P., Palalas, A., & Wark, N. (2018, April). Adult literacy mobile learning solution in a blended
learning context. Poster session presented at the IABL 2018, Warsaw, Poland. Retrieved from
http://iabl2018.org/index.php
References
26. ONLINE STUDENT USE OF MOBILE DEVICES FOR LEARNING
Philip, T. M. (2017). Learning with mobile technologies. Communications of the ACM, 60(3), 34-36.
Retrieved from https://cacm.acm.org/magazines/2017/3/213820-learning-with-mobile-
technologies/abstract
Saifi. R. (2017, January 6). The 2017 mobile app market: Statistics, trends, and analysis [Web log post].
Business to Community. Retrieved from http://www.business2community.com/mobile-apps/2017-
mobile-app-market-statistics-trends-analysis-01750346
Statista (2017). Number of smartphone users worldwide 204-2020. Statista: The statistics portal.
Retrieved from https://www.statista.com/statistics/330695/number-of-smartphone-users-
worldwide/
Suárez, A., Specht, M., Prinsen, F., Kalz, M. & Ternier, S. (2018). A review of the types of mobile
activities in mobile inquiry-based learning. Computers and Education, 118, 38-55.
https://doi.org/10.1016/j.compedu.2017.11.004
Taylor, B. (2014, July 21). Why Smartphone screens are getting bigger: Specs reveal a surprising story.
PC World. Retrieved from http://www.pcworld.com/article/2455169/why-smartphone-screens-are-
getting-bigger-specs-reveal-a-surprising-story.html
References