The document describes a case study conducted in a public high school in Sao Paulo, Brazil where a teacher used students' mobile phones to enhance classroom learning. The teacher played lyrics from a song to spark discussion about religious conflicts in Northern Ireland. When unable to play the song online, she had students use their phones to download and play the song. Students also used their phones to complete a survey and share findings. The case study found that phones engaged students and allowed interactive, collaborative learning without distraction. It suggests mobile devices can aid formal education when integrated into innovative teaching methods.
This study examined how 4-7 year old children perceive their own use of computers. It explored whether children's access to computers, activities performed, skills, and attitudes varied by gender, age, socioeconomic status, or ethnicity. The study involved 167 children from two Dutch schools. One school was in a lower socioeconomic area with many immigrant families, while the other was in the city center and primarily middle class. Regardless of background, most children reported having computer access at home and school. Across settings, the primary reported activity was playing games. Older children used computers more often and with greater ability. Boys generally had more positive attitudes than girls, but few other differences were found regarding use or skills. The findings provide insight into
This document provides a research proposal that explores the usage of mobile phones in building relationships among first and second year college students ages 16-19 at Miriam College. The proposal includes background on mobile phone usage, the rationale and objectives of the study, and a review of related literature on the history of mobile phones and their usage. The general objective is to explore how teenagers at Miriam College use mobile phones to build relationships with friends, family and romantic partners. Specific objectives are to evaluate factors in social interactions, determine frequency of usage, and identify impacts on behavior and attitudes. The proposal aims to investigate how teenagers utilize mobile phones to build relationships and asks how those aged 16-19 at Miriam College maximize their phones for this purpose.
The document discusses the impact of technological changes on adolescent behavior based on several theories including Maslow's hierarchy of needs and Hull's behaviorism theory. It provides background on the evolution of mobile phone technology and examines studies showing how phones can influence adolescent socialization, self-esteem, and academic performance both positively and negatively through activities like sexting, cheating, and use of new texting styles. The study aims to determine how these technological changes specifically affect college students in the Philippines.
Ict ppt fauzia students uses of technologyAbdulHaliq2
The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document also discusses challenges and opportunities that new technologies present for educators to develop students' innovation, creativity, and learning.
Women & Girls & Computers: a historical contextJoelyn K Foy
This document provides a historical context on women and girls' involvement with computers from the 1950s to present. It begins with a brief overview of the development of educational technology since the 1950s. It then profiles several women born in the 1950s and their early experiences with computers. Next, it introduces several current mothers and their school-aged daughters, exploring their perspectives on advances in educational technology and computer use. The document aims to investigate trends in computer use and enrollment by gender, ethnicity, and socioeconomic class over time.
This document discusses a study on the positive effects of a "No Cellphone Policy" implemented at a school in the Philippines. The policy, established in 2003, prohibits students from using cellphones during class hours. Previous research has shown that banning cellphone usage can improve student academic performance by reducing distractions. The study aims to determine how this policy positively reinforces students' academic performance and social interactions. It examines the demographic characteristics of respondents and perceived advantages of the policy, with the goal of drawing implications to help schools effectively implement cellphone restrictions.
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
How I Tunes U And Podcasting Are Transforming The Academic ExperienceBahar Anahmias
1) Podcasting and iTunes U are transforming the academic experience by allowing students to access lectures and course materials anytime on their mobile devices. This fits with the digital lifestyle of today's students.
2) Many top universities worldwide are adopting podcasting through iTunes U to post full audio and video lectures. Studies show this increases flexibility for students and can increase attendance by allowing them to better prepare, though some argue it risks reducing in-class engagement.
3) Turkish universities should consider adopting podcasting to appeal to their digital native students and provide greater flexibility, as this new medium has been shown to successfully engage students elsewhere.
This study examined how 4-7 year old children perceive their own use of computers. It explored whether children's access to computers, activities performed, skills, and attitudes varied by gender, age, socioeconomic status, or ethnicity. The study involved 167 children from two Dutch schools. One school was in a lower socioeconomic area with many immigrant families, while the other was in the city center and primarily middle class. Regardless of background, most children reported having computer access at home and school. Across settings, the primary reported activity was playing games. Older children used computers more often and with greater ability. Boys generally had more positive attitudes than girls, but few other differences were found regarding use or skills. The findings provide insight into
This document provides a research proposal that explores the usage of mobile phones in building relationships among first and second year college students ages 16-19 at Miriam College. The proposal includes background on mobile phone usage, the rationale and objectives of the study, and a review of related literature on the history of mobile phones and their usage. The general objective is to explore how teenagers at Miriam College use mobile phones to build relationships with friends, family and romantic partners. Specific objectives are to evaluate factors in social interactions, determine frequency of usage, and identify impacts on behavior and attitudes. The proposal aims to investigate how teenagers utilize mobile phones to build relationships and asks how those aged 16-19 at Miriam College maximize their phones for this purpose.
The document discusses the impact of technological changes on adolescent behavior based on several theories including Maslow's hierarchy of needs and Hull's behaviorism theory. It provides background on the evolution of mobile phone technology and examines studies showing how phones can influence adolescent socialization, self-esteem, and academic performance both positively and negatively through activities like sexting, cheating, and use of new texting styles. The study aims to determine how these technological changes specifically affect college students in the Philippines.
Ict ppt fauzia students uses of technologyAbdulHaliq2
The document discusses students' use of technology based on a study from Australia. It finds that most Australian children will grow up with ubiquitous access to technologies like computers, the internet, mobile phones, and social media. It describes trends in how students use these technologies, such as 90% accessing computers at school and 70% also using the internet. The document also discusses challenges and opportunities that new technologies present for educators to develop students' innovation, creativity, and learning.
Women & Girls & Computers: a historical contextJoelyn K Foy
This document provides a historical context on women and girls' involvement with computers from the 1950s to present. It begins with a brief overview of the development of educational technology since the 1950s. It then profiles several women born in the 1950s and their early experiences with computers. Next, it introduces several current mothers and their school-aged daughters, exploring their perspectives on advances in educational technology and computer use. The document aims to investigate trends in computer use and enrollment by gender, ethnicity, and socioeconomic class over time.
This document discusses a study on the positive effects of a "No Cellphone Policy" implemented at a school in the Philippines. The policy, established in 2003, prohibits students from using cellphones during class hours. Previous research has shown that banning cellphone usage can improve student academic performance by reducing distractions. The study aims to determine how this policy positively reinforces students' academic performance and social interactions. It examines the demographic characteristics of respondents and perceived advantages of the policy, with the goal of drawing implications to help schools effectively implement cellphone restrictions.
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
How I Tunes U And Podcasting Are Transforming The Academic ExperienceBahar Anahmias
1) Podcasting and iTunes U are transforming the academic experience by allowing students to access lectures and course materials anytime on their mobile devices. This fits with the digital lifestyle of today's students.
2) Many top universities worldwide are adopting podcasting through iTunes U to post full audio and video lectures. Studies show this increases flexibility for students and can increase attendance by allowing them to better prepare, though some argue it risks reducing in-class engagement.
3) Turkish universities should consider adopting podcasting to appeal to their digital native students and provide greater flexibility, as this new medium has been shown to successfully engage students elsewhere.
A survey of university of ilorin students’ use of mobile phone in lecture roo...Alexander Decker
The document discusses a study that surveyed students at the University of Ilorin, Nigeria on their use of mobile phones in lecture rooms. The study found that most students use their mobile phones for various purposes like sending messages, browsing the internet, playing games, and listening to music during lectures. The use of mobile phones was found to distract students and negatively impact their attention and concentration. The study also found no significant gender difference in mobile phone usage during lectures. The implications of these findings are that mobile phone use in lecture rooms can disrupt the teaching and learning process and affect students' academic commitment and performance. The study recommends providing guidance to students on appropriate mobile phone use.
This document provides an introduction and background to a study on the impact of technological changes on the behavior of adolescents. It begins with a brief history of communication technologies before focusing on the evolution of mobile phones. The theoretical framework discusses adolescent development theories from Adler, Maslow and Hull. The conceptual framework presents a model linking modern technology to aspects of adolescents' socialization, self-esteem, school performance and socio-economic status. The problem statement then outlines the objectives and questions of the study.
What is more disruptive, banning or embracingspaul6414
This document summarizes a presentation on whether banning or embracing student cell phones is more disruptive. It discusses the increasing ownership of cell phones among students and both the inappropriate and potential instructional uses. It provides examples of schools that have banned cell phones and those that have embraced their use. The presentation considers how cell phones can be used for blended learning, as response units, for research, and in other ways. It also discusses related policies and references.
Mobile Learning: Using Cell Phones as an Instructional Devicespaul6414
The document discusses using cell phones as an instructional device in schools. It provides an overview of increasing student cell phone ownership and types of phones. It discusses both inappropriate and disruptive uses of phones in schools as well as banning policies. However, it argues that schools should embrace cell phones as instructional tools and provides examples of how some schools are using phones for blended learning, response systems, backchanneling, and more. It also discusses developing appropriate school policies around mobile device and phone use.
The document analyzes the impact of internet use on reading habits in the digital age based on a study conducted among users of the Dr Y S Parmar University of Horticulture and Forestry library. The key findings are:
1) Most users, especially students, are aware of and prefer accessing e-resources through the internet compared to print resources.
2) Female staff users have a higher rate of internet usage than male staff.
3) Students from the College of Horticulture utilize e-resources the most, followed by the College of Forestry and College of Basic Sciences.
4) The majority of users prefer accessing both print and electronic formats.
Dr. Muhsinah L. Morris is an Assistant Professor of Chemistry at Spelman College who conducts research on science education and increasing representation of minority women in STEM fields. Her research focuses on using problem-based learning and case-based learning to improve science literacy. She is also studying factors that contribute to the low representation and retention of minority women in STEM disciplines such as mathematics preparation. Her student researchers are working on projects related to computational modeling and using technology like smartphones and tablets in chemistry education.
Gender differences in computer access and literacy –among agricultural studen...eduafo
Computer and its related technologies have become a standard and an enabling tool in almost every career worldwide. Therefore the issue of computer access and literacy have become important for higher education and institutions which churns out graduates for the world of work. The Information Communication Technology (ICT) policy of University of Cape Coast, Ghana is to ensure that all graduates acquire proficiency in ICT. ICT literacy and access are components of agricultural curriculum.
The paper presents findings of a study that determined gender differences in computer access and literacy among agricultural students at University of Cape Coast in Ghana. Survey design involving the use of questionnaire was used to collect data for the study. A cluster random sampling procedure was used to sample 144 respondents out the population of 585 undergraduate students in the School of Agriculture. The study concluded that there are gender differences in computer access and literacy among agricultural undergraduates at the University of Cape Coast. The study recommends compulsory ICT proficiency course and a scheme to acquire Personal Computers for students to bridge the computer access and literacy gap.
Research on Use of Mobile Phone : A Comparative Study between Male and Female...Ahasan Uddin Bhuiyan
The study aims at exploring the gender differences in mobile phone usage by the
male and female students who are studying at the University of Dhaka. Additionally, the study determined personal and family factors related to the mobile phone use and, the relationship between problem mobile phone use and
psychological health of the students. The random-convenience sampling basis was employed to identify the students (N=120) who completed a self-administered questionnaire. There have significant difference in usage pattern between male and female students. Female students mostly cell phone for voice calls, text messaging and listening FM radio while male use more for entertainment and social networking purpose. Male students maintain close tie with family living in distance (villages or towns far away from Dhaka) while female prefers using mobile to make personal relation steady (with friends and lover). Female students view it as a security tool and male students view as a medium to express fashion and style. Female prefers talking more at night and male at day. Majority of female students talks more than 3 hours a day but majority of male students prefers talk less than an hour a day. Male students find spending more time on mobile phone have vulnerability to psychological disturbances. Females are not aware of it. There is a need to further uncover underlying factors that influence student’s mobile phone behavior.
.
Mobile technology has significantly impacted culture according to this study. It has both positive and negative effects. Positively, it has improved communication and made the world more connected. However, it has also negatively impacted social lives by reducing in-person interactions and increasing isolation. People now spend more time on their mobile devices, even in social settings, which has changed social norms. It has also reduced respect for cultural traditions as youth ignore elders for phones. While technology will continue advancing, its effects on culture should be monitored to prevent erosion of important cultural values and practices.
This document summarizes three articles about the use of technology in education. It discusses how 95% of classrooms had internet access in 2005 but many teachers felt unprepared to use technology. One article describes a 4th grade class that was issued laptops. Surveys of pre-service teachers found mixed experiences with and attitudes towards technology. Benefits of devices like PDAs for both students and teachers are also noted. The document concludes that as educators, it is important to keep up with technology and how it can benefit student learning.
Johnson clarence_banning_cell_phones_on_public_school_campuses_in_americaWilliam Kritsonis
This article discusses the debate around banning cell phones on public school campuses in America. It summarizes the perspectives of parents, students, teachers, and school administrators on the issues. While parents cite safety concerns and want to be able to contact their children, schools are concerned about distractions and inappropriate use in the classroom. School systems across the country have different policies, from bans to limited use, and there is no consensus on the best approach. The article concludes that allowing some student-parent communication while balancing school needs will be a priority in finding a compromise that works for all stakeholders.
This chapter discusses characteristics of the Net Generation, born around the time the PC was introduced. It explores how they have grown up with widespread access to technology and are highly digitally literate. Key points include that the Net Generation is always connected, expects immediacy in responses and information, and prefers experiential and social styles of learning, often in teams. Their literacy may be more visual than textual due to access to digital media.
How To Use Mobile Technology for Engaging & Successful Learning & TeachingTim Klapdor
The document discusses how to effectively use mobile technology for learning and teaching. It begins by defining what mobile devices are and their key characteristics of connectivity, portability, utility, and ubiquity. It notes statistics about the widespread adoption of smartphones and mobile internet usage. The document then argues that educational institutions should embrace mobile learning to keep up with technological changes and the shifting to a more participatory learning culture. It provides examples of how mobile devices can be used to engage students through accessible content, connect students both inside and outside the classroom, shift the learning space, and utilize apps to teach and support learning. The key message is that the purpose of mobile learning should drive how the technology is implemented.
Educational Use of Mobile Technologies: A review of the literatureMorse Project
A MoRSE (morse.ac.uk) project presentation by Dr Ann Ooms and Dr Stuart Downward. The paper presents an overview of literature concerning the use of mobile technologies on geography fieldwork.
Readiness of students to use mobile technologies for learning at Eurasian Nat...Daniyar Sapargaliyev
The document summarizes the results of a survey of 100 students at Eurasian National University about their readiness to use mobile technologies for learning. The survey found that most students use their mobile phones frequently and have sufficient technical capabilities and wireless access to receive educational content on their phones. While some noted issues like short battery life and slow internet access, most students expressed a positive attitude toward receiving mobile learning content. The conclusion is that students are ready for the university to implement mobile learning based on their existing mobile technology use and openness to receiving educational materials on their devices.
Can mobile technologies mobilize teaching and learning? An exploratory study...Vrije Universiteit Brussel
Teachers were given tablets to use in their classrooms for 3-4 weeks to explore how the technology could be integrated. The study analyzed how teachers used tablets and their rationales for use. Teachers' practicality considerations focused on congruence with their teaching practices, student benefits like motivation, and costs like finding suitable apps. While tablets were used in minor ways aligned with existing practices, teachers saw challenges integrating them due to app selection and matching content. Most felt costs outweighed benefits for student learning. Professional development could help teachers understand tablet uses and inspire changes to practices.
Using a mobile app as a agent for online learning in higher education David S...EIFLINQ2014
1) Universities are increasingly developing online learning components for their degree programs.
2) Dr. David Smith presented on an app called TFOiL that helps instructors integrate technology into their course design based on pedagogical elements.
3) An initial pilot test of TFOiL with 5 instructors was positive, finding it easy to use and helpful for focusing course development.
The document discusses learning technologies for mobile scenarios. It proposes six projects to create mobile learning applications based on user needs: 1) MyWay to download course materials to e-books, 2) Annotation to take notes on e-books, 3) Mobile Classroom for online classes on commutes, 4) Mobile Widgets to access content on different devices, 5) Foreign Language Self-Assessment for practice exercises, and 6) CampusProject.org for interoperability between learning services. The goals are to define useful and friendly applications through user-centered design and testing what learners need in different mobile contexts.
Mobile technologies are increasingly accessible and affordable for both institutions and learners. They can be used for numerous teaching functions to improve interaction and reduce distance between learners and teachers. Mobile technologies are also pervasive, novel, and provide quick access to information from anywhere at any time.
When developing mobile learning programs, it is important to plan purposefully, identify learners' needs, choose appropriate media, implement technology solutions through testing, provide user manuals, run the system with support, and evaluate performance and outcomes. Training stakeholders is also critical for success.
Mobile Technologies Workshop - Mobile learning and social networksniall
This document discusses using mobile technologies to support disease surveillance, education, and knowledge sharing in the veterinary sector in Kenya. It notes that mobile connectivity and device usage is growing rapidly in sub-Saharan Africa. The document then outlines good principles for mobile learning design, including supporting students to think about theory when applying it, practice skills with feedback, and reflect on experiences. Groups then discussed issues and potential mobile learning solutions for different roles in the veterinary sector, including students, government veterinarians, private veterinarians, community health workers, and farmers.
A survey of university of ilorin students’ use of mobile phone in lecture roo...Alexander Decker
The document discusses a study that surveyed students at the University of Ilorin, Nigeria on their use of mobile phones in lecture rooms. The study found that most students use their mobile phones for various purposes like sending messages, browsing the internet, playing games, and listening to music during lectures. The use of mobile phones was found to distract students and negatively impact their attention and concentration. The study also found no significant gender difference in mobile phone usage during lectures. The implications of these findings are that mobile phone use in lecture rooms can disrupt the teaching and learning process and affect students' academic commitment and performance. The study recommends providing guidance to students on appropriate mobile phone use.
This document provides an introduction and background to a study on the impact of technological changes on the behavior of adolescents. It begins with a brief history of communication technologies before focusing on the evolution of mobile phones. The theoretical framework discusses adolescent development theories from Adler, Maslow and Hull. The conceptual framework presents a model linking modern technology to aspects of adolescents' socialization, self-esteem, school performance and socio-economic status. The problem statement then outlines the objectives and questions of the study.
What is more disruptive, banning or embracingspaul6414
This document summarizes a presentation on whether banning or embracing student cell phones is more disruptive. It discusses the increasing ownership of cell phones among students and both the inappropriate and potential instructional uses. It provides examples of schools that have banned cell phones and those that have embraced their use. The presentation considers how cell phones can be used for blended learning, as response units, for research, and in other ways. It also discusses related policies and references.
Mobile Learning: Using Cell Phones as an Instructional Devicespaul6414
The document discusses using cell phones as an instructional device in schools. It provides an overview of increasing student cell phone ownership and types of phones. It discusses both inappropriate and disruptive uses of phones in schools as well as banning policies. However, it argues that schools should embrace cell phones as instructional tools and provides examples of how some schools are using phones for blended learning, response systems, backchanneling, and more. It also discusses developing appropriate school policies around mobile device and phone use.
The document analyzes the impact of internet use on reading habits in the digital age based on a study conducted among users of the Dr Y S Parmar University of Horticulture and Forestry library. The key findings are:
1) Most users, especially students, are aware of and prefer accessing e-resources through the internet compared to print resources.
2) Female staff users have a higher rate of internet usage than male staff.
3) Students from the College of Horticulture utilize e-resources the most, followed by the College of Forestry and College of Basic Sciences.
4) The majority of users prefer accessing both print and electronic formats.
Dr. Muhsinah L. Morris is an Assistant Professor of Chemistry at Spelman College who conducts research on science education and increasing representation of minority women in STEM fields. Her research focuses on using problem-based learning and case-based learning to improve science literacy. She is also studying factors that contribute to the low representation and retention of minority women in STEM disciplines such as mathematics preparation. Her student researchers are working on projects related to computational modeling and using technology like smartphones and tablets in chemistry education.
Gender differences in computer access and literacy –among agricultural studen...eduafo
Computer and its related technologies have become a standard and an enabling tool in almost every career worldwide. Therefore the issue of computer access and literacy have become important for higher education and institutions which churns out graduates for the world of work. The Information Communication Technology (ICT) policy of University of Cape Coast, Ghana is to ensure that all graduates acquire proficiency in ICT. ICT literacy and access are components of agricultural curriculum.
The paper presents findings of a study that determined gender differences in computer access and literacy among agricultural students at University of Cape Coast in Ghana. Survey design involving the use of questionnaire was used to collect data for the study. A cluster random sampling procedure was used to sample 144 respondents out the population of 585 undergraduate students in the School of Agriculture. The study concluded that there are gender differences in computer access and literacy among agricultural undergraduates at the University of Cape Coast. The study recommends compulsory ICT proficiency course and a scheme to acquire Personal Computers for students to bridge the computer access and literacy gap.
Research on Use of Mobile Phone : A Comparative Study between Male and Female...Ahasan Uddin Bhuiyan
The study aims at exploring the gender differences in mobile phone usage by the
male and female students who are studying at the University of Dhaka. Additionally, the study determined personal and family factors related to the mobile phone use and, the relationship between problem mobile phone use and
psychological health of the students. The random-convenience sampling basis was employed to identify the students (N=120) who completed a self-administered questionnaire. There have significant difference in usage pattern between male and female students. Female students mostly cell phone for voice calls, text messaging and listening FM radio while male use more for entertainment and social networking purpose. Male students maintain close tie with family living in distance (villages or towns far away from Dhaka) while female prefers using mobile to make personal relation steady (with friends and lover). Female students view it as a security tool and male students view as a medium to express fashion and style. Female prefers talking more at night and male at day. Majority of female students talks more than 3 hours a day but majority of male students prefers talk less than an hour a day. Male students find spending more time on mobile phone have vulnerability to psychological disturbances. Females are not aware of it. There is a need to further uncover underlying factors that influence student’s mobile phone behavior.
.
Mobile technology has significantly impacted culture according to this study. It has both positive and negative effects. Positively, it has improved communication and made the world more connected. However, it has also negatively impacted social lives by reducing in-person interactions and increasing isolation. People now spend more time on their mobile devices, even in social settings, which has changed social norms. It has also reduced respect for cultural traditions as youth ignore elders for phones. While technology will continue advancing, its effects on culture should be monitored to prevent erosion of important cultural values and practices.
This document summarizes three articles about the use of technology in education. It discusses how 95% of classrooms had internet access in 2005 but many teachers felt unprepared to use technology. One article describes a 4th grade class that was issued laptops. Surveys of pre-service teachers found mixed experiences with and attitudes towards technology. Benefits of devices like PDAs for both students and teachers are also noted. The document concludes that as educators, it is important to keep up with technology and how it can benefit student learning.
Johnson clarence_banning_cell_phones_on_public_school_campuses_in_americaWilliam Kritsonis
This article discusses the debate around banning cell phones on public school campuses in America. It summarizes the perspectives of parents, students, teachers, and school administrators on the issues. While parents cite safety concerns and want to be able to contact their children, schools are concerned about distractions and inappropriate use in the classroom. School systems across the country have different policies, from bans to limited use, and there is no consensus on the best approach. The article concludes that allowing some student-parent communication while balancing school needs will be a priority in finding a compromise that works for all stakeholders.
This chapter discusses characteristics of the Net Generation, born around the time the PC was introduced. It explores how they have grown up with widespread access to technology and are highly digitally literate. Key points include that the Net Generation is always connected, expects immediacy in responses and information, and prefers experiential and social styles of learning, often in teams. Their literacy may be more visual than textual due to access to digital media.
How To Use Mobile Technology for Engaging & Successful Learning & TeachingTim Klapdor
The document discusses how to effectively use mobile technology for learning and teaching. It begins by defining what mobile devices are and their key characteristics of connectivity, portability, utility, and ubiquity. It notes statistics about the widespread adoption of smartphones and mobile internet usage. The document then argues that educational institutions should embrace mobile learning to keep up with technological changes and the shifting to a more participatory learning culture. It provides examples of how mobile devices can be used to engage students through accessible content, connect students both inside and outside the classroom, shift the learning space, and utilize apps to teach and support learning. The key message is that the purpose of mobile learning should drive how the technology is implemented.
Educational Use of Mobile Technologies: A review of the literatureMorse Project
A MoRSE (morse.ac.uk) project presentation by Dr Ann Ooms and Dr Stuart Downward. The paper presents an overview of literature concerning the use of mobile technologies on geography fieldwork.
Readiness of students to use mobile technologies for learning at Eurasian Nat...Daniyar Sapargaliyev
The document summarizes the results of a survey of 100 students at Eurasian National University about their readiness to use mobile technologies for learning. The survey found that most students use their mobile phones frequently and have sufficient technical capabilities and wireless access to receive educational content on their phones. While some noted issues like short battery life and slow internet access, most students expressed a positive attitude toward receiving mobile learning content. The conclusion is that students are ready for the university to implement mobile learning based on their existing mobile technology use and openness to receiving educational materials on their devices.
Can mobile technologies mobilize teaching and learning? An exploratory study...Vrije Universiteit Brussel
Teachers were given tablets to use in their classrooms for 3-4 weeks to explore how the technology could be integrated. The study analyzed how teachers used tablets and their rationales for use. Teachers' practicality considerations focused on congruence with their teaching practices, student benefits like motivation, and costs like finding suitable apps. While tablets were used in minor ways aligned with existing practices, teachers saw challenges integrating them due to app selection and matching content. Most felt costs outweighed benefits for student learning. Professional development could help teachers understand tablet uses and inspire changes to practices.
Using a mobile app as a agent for online learning in higher education David S...EIFLINQ2014
1) Universities are increasingly developing online learning components for their degree programs.
2) Dr. David Smith presented on an app called TFOiL that helps instructors integrate technology into their course design based on pedagogical elements.
3) An initial pilot test of TFOiL with 5 instructors was positive, finding it easy to use and helpful for focusing course development.
The document discusses learning technologies for mobile scenarios. It proposes six projects to create mobile learning applications based on user needs: 1) MyWay to download course materials to e-books, 2) Annotation to take notes on e-books, 3) Mobile Classroom for online classes on commutes, 4) Mobile Widgets to access content on different devices, 5) Foreign Language Self-Assessment for practice exercises, and 6) CampusProject.org for interoperability between learning services. The goals are to define useful and friendly applications through user-centered design and testing what learners need in different mobile contexts.
Mobile technologies are increasingly accessible and affordable for both institutions and learners. They can be used for numerous teaching functions to improve interaction and reduce distance between learners and teachers. Mobile technologies are also pervasive, novel, and provide quick access to information from anywhere at any time.
When developing mobile learning programs, it is important to plan purposefully, identify learners' needs, choose appropriate media, implement technology solutions through testing, provide user manuals, run the system with support, and evaluate performance and outcomes. Training stakeholders is also critical for success.
Mobile Technologies Workshop - Mobile learning and social networksniall
This document discusses using mobile technologies to support disease surveillance, education, and knowledge sharing in the veterinary sector in Kenya. It notes that mobile connectivity and device usage is growing rapidly in sub-Saharan Africa. The document then outlines good principles for mobile learning design, including supporting students to think about theory when applying it, practice skills with feedback, and reflect on experiences. Groups then discussed issues and potential mobile learning solutions for different roles in the veterinary sector, including students, government veterinarians, private veterinarians, community health workers, and farmers.
How mobile technology can work for teachers and trainersniall
The document discusses how mobile technology can be used effectively by teachers and trainers to promote student learning. It argues that a government's investment in teacher training on educational technology is more important than investing in the technology itself. It also notes that while resources and case studies can help, hands-on experience is needed. The document outlines different types of digital divides and stresses the need to address skills and access to avoid structural inequalities. It advocates for training teachers in learning design using technology and providing them with design tools so they can become action researchers.
This document provides 50 resources related to mobile learning (mLearning). It lists websites, blogs, articles, papers and other sources of information on topics like mobile learning applications, research, best practices, tutorials, news, and more. Many of the resources listed also contain case studies, videos, and other educational materials about leveraging mobile devices for teaching and learning.
Cellphones in Class: Necessity or DistractionAndrew Campbell
This document summarizes the debate around allowing cellphone use in classrooms. It traces the history of cellphones from their introduction in the 1980s to smartphones and the rise of BYOD (bring your own device) policies in schools in the 2010s. The document outlines arguments both for and against cellphone use, citing various studies on their impact on student learning and engagement. It also presents examples of classroom policies and systems that teachers have developed to manage cellphone use, such as the stoplight system and tools for student self-assessment of their phone habits.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This study analyzes the effect of mobile phone usage on the academic performance of Grade 11 students at Lucena National High School in Lucena, Philippines. A questionnaire was provided to 32 Grade 11 students to understand how mobile phones affect their studies. The findings suggest that mobile phones can positively impact student performance by making schoolwork easier to research, but can also be a distraction in class. While some students feel mobile phones help their grades, others believe it harms their performance. The study concludes mobile phones both help students learn as well as negatively affect their knowledge retention and focus. Recommendations include further research on self-management strategies and how mobile applications influence student achievement.
Implementing an Android Tool for Visually Impaired Students of E-LearningIJERA Editor
This document describes the development of an Android application to improve accessibility for visually impaired students in e-learning. The application was created to integrate with the Moodle learning management system. It allows visually impaired students to participate in educational forums and chats via voice commands. The application has no visual interface and uses speech recognition to navigate menus and interact within the Moodle environment. The goal is to provide greater accessibility and flexibility for visually impaired students to participate in distance education programs.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and how students use the internet as an educational tool. While the internet provides a valuable resource for research and information, the researchers found that many students at a private school in El Salvador misuse it for chatting and social media instead of academic purposes. The document outlines the research objectives, justification, theoretical framework and subtopics to be examined, including the advantages and disadvantages of technology and internet use in education. It also provides an example of internet access and its influence on students in El Salvador today.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
Overview research project DAYSI ORELLANAdaysiorellana
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
This document discusses three articles that explore the use of technology, specifically mobile devices, in the classroom. The first article examines how undergraduate students used mobile phones for informal learning activities outside of class like sharing information and posting to forums. The second article talks about the need for teacher professional development on incorporating educational technology. The third provides twenty ideas for using mobile phones in language classes, such as recording audio, taking photos of text, and using text messaging for collaborative writing.
This document provides details on a research proposal to implement a mini-library project in support of modular distance learning. The researchers aim to install mini-libraries in 8 barangays to address difficulties students face in answering self-learning modules without sufficient resources. The intervention plan involves setting up libraries with printed and online materials, surveying students, and comparing academic performance before and after the project. If shown to be effective, the mini-libraries could help improve student learning despite challenges of remote instruction during the pandemic.
The attitudes towards e learning of students and teachers at a vietnamese eng...MattThird
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Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
This document provides background information for a proposed small-scale study on digital technologies and literacy development at an Out of School Hours Care centre. The study aims to identify which digital technologies provide an engaging medium for learning in a fun and collaborative way. It will examine how technology affects student engagement and promotes communication through observations, interviews, and surveys of staff before and after implementing technology. The identified areas of need from initial assessments are expressing meaning using photography, collaboratively recording activities, and encouraging technology use between children and educators.
This document summarizes a study on how technology can be used to enrich children's experiences with and learning about nature. A survey of over 1,000 students across 5 European countries found that most students are heavily dependent on technology like phones and laptops. However, the students also felt that disconnecting from technology provided benefits. The study found that connecting with nature promotes happiness and health. It explores how technology like cameras, microscopes, and GPS has helped connect people to the natural world. The survey showed that students believe outdoor learning enhances education and prefer activities like sports and camps for nature learning. Students use phones and laptops daily but computers are more common in classrooms. While social media connects people, the study looks at how it
This document summarizes a study conducted in a rural Costa Rican school that provided students with laptop computers. Key findings include:
1) Students gained technological fluency using the laptops to learn about various topics, rather than through separate technology classes.
2) "Whole project learning" engaged students in rich, collaborative projects integrating concepts from different subjects.
3) Some students created original media projects at home, showing the ability to independently learn and express ideas through technology.
This document is a thesis submitted by Samuel Ayokunle Adekanmbi in partial fulfillment of a Master of Science degree in computer science from the University of Ibadan in February 2014. It investigates filtering offensive language in online communities using grammatical relations. The thesis acknowledges various individuals who provided support and dedicates the work to promoting a shared vision. It then provides an abstract that overviews developing and implementing a sentence-level semantic filtering system to remove offensive content while maintaining readability. The literature review covers topics like offensive language in online communities, cyberbullying, and using grammatical analysis for semantic filtering.
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THE USE OF MOBILE TECHNOLOGY AS AN AID IN THE TEACHING-LEARNING PROCESS
1. http:// www.mlearning-conf.org/cfp.asp e A case study in a public school in the state of Sao Paulo / Brazil High School Students THE USE OF MOBILE TECHNOLOGY AS AN AID IN THE TEACHING-LEARNING PROCESS This work was presented at the Conference entitled This article is part of the master’s degree dissertation of the course of Art and Cultural History at Mackenzie Presbyterian University Sponsor: Mackenzie Research Fund ADRIANE SILVA HIGUCHI Fugleman : Dr. Jane de Oliveira
2. Song’s lyrics … Something happens in my heart Only when it crosses Ipiranga and São João Avenue (two streets in the city) When I first got here I could understand nothing about … The concrete poetry of its street corners The discreet inelegance of its girls I didn't even know who Rita Lee was (a famous country singer) And her most thorough interpretation Something happens in my heart Only when it crosses Ipiranga and São João Avenue
3. Song:Sampa by Caetano Veloso - Composer: Caetano Veloso When we were face to face I didn't recognized myself I called what I saw bad taste, bad taste, bad taste Because Narcissus thinks it is ugly what is not a mirror And what is not yet old scares the mind Nothing of what it was before when we are not mutants (Mutants was the name of Rita Lee's band) And it was a difficult beginning I get away from what I don't know And those who sell a different dream of a happy city Soon learn to call it all reality Because it is the other side of the other side of the other side of the other side … Available at : Images : http://www.google.com.br/imgres and My cell phone – Adriane
4. Brazil In 2011, there is a number of 104.7 cell phones for every group of 100 inhabitants, which means more than one cell per capita 1 ; The great majority (82%) have contracted the prepaid system service 2 ; The country is considered to be the 5 th largest world market 2 . Some studies have placed Brazil among the countries with the highest prices of cell phone service in the world. 3 1 Teleco – Inteligência em Telecomunicações. Relatórios 2010. http://www.teleco.com.br/estatis.asp 2 Dados da Agência Nacional de Telecomunicações – Anatel / 2009 3 Bernstein Research . Jan/ 2010. http://blogs.forumpcs.com.br/noticias/2010/01/29/telefonia-movel-no-brasil-e-a-2o-mais-cara-do-mundo/ 4 Available at: http://citybrazil.uol.com.br/index.php Brazil has 4 : 183 million inhabitants; 89 million of men and 94 million of women; 153 million live in urban areas and 30 million live in rural area.
5. Issue How can mobile digital technologies, mainly the cell phone, assist the teaching-learning process in formal education?
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7. FOCUS Through a case study, think about how formal education has used mobile technologies in the teaching-learning process. I have chosen this case study because it breaks a huge paradigm existing within schools in Brazil, where the student generally plays a passive role in the educational process. In this case, the teacher prepared the activity and allowed the students to interact with her teaching and, the cell phone was an important resource in this interaction.
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16. ABSTRACT The use of mobile technology has caused changes in all segments of society. Taking part in people’s daily life, the digital mobile devices have caused a revolution in the way people communicate, interact, work, purchase, have fun and learn among themselves. In search for greater flexibility, convenience and mobility, society increasingly makes use of the digital language, thus printing new features to the transceiver-receiver, consumer-supplier, employee-employer, media-reader, and even in citizen-state relationships. Within this context, education is not immune to the effects of technology as well. The so-called digital generation is born, grows, learns and lives connected and immersed into a virtual/digital reality. Unlike the past generations, today’s one shows skills that are compatible to the speed of information. It is able to browse and move through the pieces of information within multiple channels and vehicles - all while moving around. How does the absorption of these pieces of information occur? How does the traditional education system perceive and cope with this new reality? This survey starts up a speculation in the search for answers to these questions. With focus on the mobile phone device, we herein seek to consider whether and how the school environment incorporates the mobile technology into the education process. The following article presents a case study accomplished in a public school in the city of Mogi das Cruzes, located in the metropolitan area in the state of Sao Paolo, with high-school level students, who make use of the mobile device as an aid in teaching activities developed by the history teacher. The method used for gathering data was the use of questionnaires and interviews.
17. Introduction This research aims to study the way youngsters take control of Information and Communication Technologies (ICT), mainly the mobile technology, in the process of learning. Unlike past-generation individuals, who often face difficulty to concentrate on reading in noise-polluted environment, the digital generation has developed an ability to deal information from multiple channels and numerous communication medium, all at the same time and while moving around. In the information speed age, the new digital generation – also called “ thumb generation ” (Rheingold apud MOURA, 2009), – is able to write a text while listening to music, download a video, follow what is on TV and, at the same time, communicate with many people, who can be side-by-side with him/her, in another state or even across the planet. According to Don Tapscott’s evaluation (1999), the new generation, born and raised within the digital environment, is revolutionizing the reality around us and imposing us a new culture, thus reshaping the way society and individuals interact. With increasing and rapid development of mobile devices like smart phones and tablets, combined with expansion of wireless networks, youngsters have available at their hands - at the moment and time they need - resources that were previously only possible throughout desktop computers (LEMOS, 2005, 2007; SCANLON et.al , 2005; SACCOL; REINHARD, 2004). Due to their lightweight and portable layout, the mobile devices that can easily be transported in the palm of the hand, pocket or purse of the user, have favored and broadened access and information exchange. (LIVINGSTON, 2004 apud ANDERSON; BLACKWOOD, 2004; SACCOL; REINHARD, 2004) By taking control of the mobile technologies - mainly cell phones - the digital generation develops a warm, customized and close relationship with technology - as pointed out by Lasen (2002, 2004 apud SACCOL; REINHARD, 2004) - a close relationship of affection and customization. According to Lasen, this occurs because of the close connection between technology and human communication, and because these devices have now practically become an extension of their own bodies. When researching the psychological impact caused by the use of cell phones among young Brazilians in the state of Rio de Janeiro - Brazil, Costa (2004) notes that it is already possible to identify some psychological changes, such as the increase in the sense of privacy, freedom and security. The author points out that, youngsters are used to always place their cell phone devices around and on 24 hours because they want to be always available, and that gives them the feeling of not being alone. So, if the cell phone is already considered an extension of their own bodies by the digital generation individuals, what impact would this discovery cause in the education field? How does traditional education deal with this new behavior pattern - its peculiarities, languages, the overload/exchange/speed of information? What are the methodological changes required? Jean Piaget (1896-1980) points to a path when he says that knowledge is a continuous, essentially active building, in which the man and the world are analyzed together. For Piaget ( apud MIZUKAMI, 1986), knowledge is the result of the product of the interaction between subject and object. "Talking about a right to education is, therefore, first, recognizing the indispensable role of social factors in shaping the individual.” (PIAGET, 2002, p. 29)
18. Introduction Some authors such as Graziola Junior (2009) also highlight the importance of the interactive and collaborative profile of mobile technology for allowing the student to access, exchange, make mixings, and finally work in an environment that encourages dialogue. For Sharples (2000 apud REINHARD et.al ., 2005), mobile technologies provide an individualized learning, in other words, it allows to focus the student's needs, expand their capabilities, respect the different forms of learning. This feature is also seen by Thomas (2005 apud SCHLEMMER et.al ., 2007), who emphasizes the student's opportunity to learn within the context in which he construed as meaningful and relevant. Lemos (2005) reinforces that mobile technology enables questions to be solved at the same time they arise, which prints more dynamism to the process of knowledge. Finally, Edwards (2005 apud REINHARD et.al ., 2005), points out that one of the advantages of mobile technology is to broaden opportunities for learning, in other words, through them, the information can be accessed at the exact moment and place where necessary. Given the irreversible impact that technology brings to all areas, including education, the challenge can no longer be ignored: How can the mobile digital technology aid the teaching-learning process in an effective and more comprehensive manner?
19. Research The survey was accomplished between June and October 2010 in a public school in the city of Mogi das Cruzes, located in Sao Paulo, Brazil. Data were collected through interviews (formal/informal and focused) and questionnaires (with open and closed questions), to identify if and how the use of the mobile device can motivate and support learning in teaching activities. The survey, which is now going through the phase of data analysis and interpretation, was done in a classroom with 15 students in the 2nd year of high school, aged between 16 and 19 years old, concerning 5 female and 10 male youngsters. The teenagers belong to low-income families. Only one student out of the group of 15 students surveyed did not have a cell phone and most of them use the pre-paid system. Almost the whole group reported to leave the phone on 24 hours and to take the device to all places (prohibited or not). The 50-year old teacher has taught History for 22 years and confesses her lack of skills to deal with computers or electronics. However, she states that, in order to attract the attention of the class to the topic of religious conflicts between Catholics and Protestants in Northern Ireland - topic she had prepared for that day - had the idea of giving the room a clip of the song “Sunday, Bloody Sunday” by Irish rock band U2. As she was unable to download the video from the “Youtube” website, she decided to take only the lyrics and its translation into the classroom. During class, students expressed their curiosity to listen to the music. "At that moment, I decided to ask whether any of them could download music on a cell phone," recalls the teacher. "And the quality of the class was surprisingly better," she says. In the scenario, the most curious point for the educator was to realize that the student, who had had serious problems of indiscipline until then, was the very one who had the initiative to collaborate with the class by making his cell phone available, so that the class could listen to the song. The teacher reported that, right after they had listened to the song, the cell phone was turned off and all of them turned into a discussion regarding the influence of reality on artistic productions and the issues that led to that conflict.
20. Research Based on the positive result from this experience, the teacher states that she started to adopt the cell phone in other educational activities – pictures of students' everyday lives, video recordings for illustrating the pedagogical work and recordings of songs composed by students themselves. In order to make use of mobile device in the classroom, the teacher emphasizes that she needed to get the approval of the school board. There is a current law since October 2007 in the State of Sao Paolo which prohibits the use of cell phones during classes. While endorsed, the mere fact of inserting new technology into the classroom cannot assure to keep a student motivated for a long time. Bartolomé (2010) warns that we must place this technology within a context, with specific objectives and methodology, aimed to assist and promote the construction of knowledge. Perhaps this is the great new challenge for education. For the author, it is necessary that technology be used not only to foster easy access to information, but also for encouraging learning and developing mutual respect, exchanging information and points of view, as well as cooperation, collaborative work, dialogue and interaction.
21. Conclusion With the rapid development of mobile technology and its impact on different sectors of society, a range of possible applications, including in education, is opened. This study aimed to identify how the mobile device can be adopted in teaching practices within the school environment and in what way this appropriation takes place. Despite of being in the process of analysis and interpretation of data, this study has shed light on some possibilities of using the mobile phone in pedagogical practices. Far from replacing the teacher, mobile devices can become allies in the construction of knowledge to a generation born immersed in the 2.0 environment, which ends up taking the technological tools as an extension of their own body. The challenge is to get to know how we can develop these new methodologies. In the age of information speed there are no long distances anymore, but we must deepen the dialogue without fear or prejudice. And the teacher's role, once again, will be influential in this discovery.