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Mobile Phones and Learning
This study examined Austrian students aged 11-14 years old's ownership and perceptions of using mobile phones for learning. The researchers found that while most students owned mobile phones, their usage of phones for learning was low, rated between never and rarely. Students saw potential benefits like accessing additional information and using educational apps, but also challenges like distraction. The researchers concluded that while students are comfortable with mobile phones, schools have yet to provide guidance on using phones to support learning.
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Mobile Phones and Learning
- 1. MOBILE PHONES ANDLEARNING Perceptions of Austrian Students 11 – 14 Years of age (Lower Secondary School) Margarete Grimus & Martin Ebner Graz University of Technology, Austria This work is licensed under a Creative Commons Attribution 4.0 International License.
- 2. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Aim of the study Figuring out preconditions and perceptions for using students’ mobile phones for learning. Research Questions 1. Ownership of modern mobile phone-usage? (eight to 14 years) 2. What are the perceptions for using a mobile phone for learning? (eleven to 14 years) Mobile devices ‘can provide a level of reach, scope and immediacy that is largely unattainable through traditional classroom environment’ Huber & Ebner (2013) EdMedia Vancouver June 2016
- 3. Research in Austria for Learning atSchool Usage, daily Routines for Learning at Home Ownership 83 Participants in 2013 43 Girls, 40 Boys 43 Participants in 2014 20 Girls, 23 Boys EdMedia Vancouver June 2016
- 4. Learning with MobileDevices , AustriaM. Grimus & M. Ebner EdMedia Vancouver June 2016 Ownership: Gender, Age 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 8 Years 9 Years 10 Years 11 Years 12 Years 13 Years 14 Years Ownership of mobile Phones in 2013 Boys n=40 Girls n=43 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 8 Years 9 Years 10 Years 11 Years 12 Years 13 Years 14 Years Ownership of mobile Phones in 2014 Boys n=23 Girls n=20 Ownership Girls Boys total 2013 38 (of 43); 88 % 26 (of 40); 65 % 64 (of 83); 77 % 2014 18 (of 20); 90 % 18 (of 23); 78 % 36 (of 43); 84 % Girls’ ownership of a mobile phone outnumbers that of boys.
- 5. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Mobile Internet Access Mobile Internet and Wi-Fi access is low with kids up to ten years. More than half of the kids between 11-14 years can access mobile Internet. 55 % in 2014 54 % in 2013 similar in 2013 and 2014 EdMedia Vancouver June 2016
- 6. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Ededia Helsinki June 2014 Usage: SMS, Photo/Video, Internet Browsing, eMail 2.21 1.92 1.59 0.8 2.06 2.06 1.43 0.61 0 0.5 1 1.5 2 2.5 SMS Photo/Video Internet Surfing E-Mails Mobile Phone Usage, 2013 and 2014 Likert grade of Applications (max = 3) in 2013 in 2014 Phone-Owners 2013 n= 64 38 girls, 26 boys 2014 n= 36 18 girls, 18 boys EdMedia Vancouver June 2016 SMS, taking photos and videos and Internet search is common
- 7. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Usage: SMS, Photo/Video, Internet Browsing, eMail Phone-Owners 2013 n= 64 38 girls, 26 boys 2014 n= 36 18 girls, 18 boys EdMedia Vancouver June 2016 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% SMS 2014 SMS 2013 Photo /Video 2014 Photo /Video 2013 Internet Browsing 2014 Internet Browsing 2013 E-Mails 2014 E-Mails 2013 17 29 8 14 7 11 1 2 5 18 14 29 9 20 10 9 12 9 13 4 13 5 13 37 63 37 62 40 64 26 73 Use of Applications 2013; 2014 regularly often rarely never
- 8. Learning with MobileDevices , AustriaM. Grimus & M. Ebner USAGE Girls / Boys SMS, Photo/Video, Internet Browsing, eMail 2013 38 girls, 26 boys, 2.37 2.14 1.32 0.68 1.73 1.57 1.71 0.65 0.00 0.50 1.00 1.50 2.00 2.50 SMS Photo/VideoInternet Surfing E-Mails Mobile Phones for different Purpose Likert 2013 (max = 3) 2.06 1.83 1.83 0.44 2.06 1.75 1.29 0.69 0.00 0.50 1.00 1.50 2.00 2.50 SMS Photo/VideoInternet Surfing E-Mails Mobile Phones for different Purpose Likert 2014 (max = 3) Girls Boys EdMedia Vancouver June 2016 2014 18 girls, 18 boys
- 9. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Mobile Phone for Learning Expectations ? Low response scores 2014 n= 15 2013 n = 24 Do you think using your mobile phone could benefit your learning? Age 11 – 14 years EdMedia Vancouver June 2016 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Year 2014 Year2013 Benefits for Learning? Expectations Yes No
- 10. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Mobile Phones to improve Learning? 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Boys 2013 L=0,73 Girls 2013 L=1,07 Boys 2014 L=1,00 Girls 2014 L= 1,80 Perceptions of using mobile phones for learning at home Likert grades (max = 3) never rarely often regularly 0% 20% 40% 60% 80% 100% Boys 2013 =0,61 Girls 2013 L= 0,33 Boys 2014 L= 0,87 Girls 2014 L=0,57 Perceptions of using mobile phones for learning at school Likert grades (max = 3) never rarely often regularly Likert Score in total at School 2014 = 0,77 2013 = 0,47 Likert Score in total at Home 2014 = 1,36 2013 = 0,92 Age 11 – 14 years EdMedia Vancouver June 2016
- 11. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Benefits for Learning? Students‘ Comments Benefits expected • Increasing ambition and fun with learning • Find additional actual and unlimited information for topics in addition to what is offered in lessons (googling) • Tools: dictionary, translator, calculator • Apps (support learning) • Less handwriting • Less books to carry Challenges • Distraction • Cheating Girls claim for Guidelines ! ‘Learn more about proper use of mobile phones!’ Girls expect an increase in ambition and fun with learning. EdMedia Vancouver June 2016 Visions: ‚Cool‘ ‚We need more instruction how to learn with mobile phones‘
- 12. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Research Findings – Summary Nearly all kids own a mobile phone and use it for different purposes. The use of mobile phones for learning could not be determined: Approval was rated between never and rarely. It can be assumed that the majority has hardly any experience with using mobile phones for learning. EdMedia Vancouver June 2016 We could not verify evidence of providing instruction for developing skills for use for learning purpose.
- 13. Learning with MobileDevices , AustriaM. Grimus & M. Ebner EdMedia Vancouver, 2016 , June 28-30 Curriculum Media education is a compulsory goal in the school-curriculum. to ‘equip students to a critical-reflexive use of all media’. (BMBF, 2012) ‘The quality of teaching and learning should be increased by the application of ICT, by integration of innovative learning scenarios into the educational process.’ (ÖIAT, 2014) EdMedia Vancouver June 2016
- 14. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Youth and Mobile Phones Ownership of smartphones close to 100% (11-14 years) • Internet – connection Common behaviour pattern, activities, private: • Internet browsing • Music listening • Social Networks • Gaming, interactive entertainment Use of PC‘s is declining EdMedia Vancouver June 2016
- 15. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Mobile Phones and Learning Mobile phones can be used as a perfect supplement for classroom engagement, • are a cooperative tool for working in groups on projects, • for sharing information and discoveries, • for problem solving and decision finding, • for supporting independent learning with audio and video capabilities • allow access to educational apps…... Addressing topics of safe and responsible personal behavior and fair practice could help to prevent phenomena like Cyber mobbing or other abusive behavior in online-communities. EdMedia Vancouver June 2016
- 16. Learning with MobileDevices , AustriaM. Grimus & M. Ebner EdMedia Vancouver, 2016 , June 28-30 Digital Literacy adapted from Future Lab Handbook. Cassie Hague and Sarah Payton 2010, p.19. http://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf Critical skills for 21st century students EdMedia Vancouver June 2016
- 17. Learning with MobileDevices , AustriaM. Grimus & M. Ebner School, Mobile Phones, Pros‘s & Con‘s School is the safest place and a controlled environment to learn how to use the devices efficiently and properly. Challenge: Digital literacy in Austrian school- context is recognized merely with the use of PCs and laptops (sometimes tablets) Smartphones are not recognized as an essential tool in education so far. ‘It is the responsibility of educators to ensure that ‘today’s students are ready to live, learn, work and thrive in this high-tech, global, highly participatory world’ Mc Coy, 2013 Examples for attracting kids to experiment with smartphones in German Language http://kids.t-mobile.at/22-beispiele-fuer-den-unterricht-mit-smartphones/ http://kids.t-mobile.at/22-beispiele-fuer-den-unterricht-mit-smartphones/, EdMedia Vancouver June 2016
- 18. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Schools Students‘ need assistance for using mobile phones for learning Guidelines • Best practice • Risks of mobile communication and social networks Developing guidelines together with pupils scales up acceptance and makes students feel respected. WiFi at School • Saves costs for mobile Internet • Need for maintaining security applications EdMedia Vancouver June 2016 Encourage students to use the devices for learning
- 19. Learning with MobileDevices , AustriaM. Grimus & M. Ebner B.Y.O.D. (Bring Your Own Device) BYOD does not raise additional costs in schools and could help the education system with limited financial resources to save a vast amount of funds. It is necessary showing youth how to use mobile phones properly, as a life skill, with regard to • online safety • instruction on the amount of technological power and applications, • how to deal with (potential) students’ abuse. Low income groups have less chance to use own computers or laptops for learning. With mobile phones owned by the students there is less need for financing more computer-labs or laptops in schools. EdMedia Vancouver June 2016
- 20. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Conclusions Pupils grow up with mobile phones in their pockets; always here ready for research and communication. At the same time they show hardly any experience of possible benefits for using mobile phones for learning. Teacher Education is challenged to • create learning scenarios with innovative practices, • harness the power mobile phones offer for learning. EdMedia Vancouver June 2016
- 21. Learning with MobileDevices , AustriaM. Grimus & M. Ebner Conclusions 2 Use the 21st century technology to enable 21st century knowledge More Resarch is requested for using mobile phones for Learning EdMedia Vancouver June 2016
- 22. Learning with MobileDevices , AustriaM. Grimus & M. Ebner EdMedia Vancouver, 2016 , June 28-30 Graz University of Technology EDUCATIONAL TECHNOLOGY Graz University of Technology Martin Ebner http://elearning.tugraz.at martin.ebner@tugraz.at http://elearningblog.tugraz.at m ebn er Slides available at: This work is licensed under a Creative Commons Attribution 4.0 International License.
Editor's Notes
- #3 Today mobile devices like smart-phones belong to many children and youngsters as basic media equipment. ‘Students comfort with digital devices and their assumption of always available digital connectivity will not automatically, by themselves, make them’ educated. (Prensky) Could integration of mobile phones change our educational system ?
- #4 Smartphones offer a wide range of learning opportunities. According to the findings in the JIM study (2014, p. 45), most of the devices owned by the age from nine years up are less than one year old.
- #5 All 11 year old ones own a mobile phone. Increase in younger ages in 2014 2013 Ownership Girls : 38 = 88% of 43; 5 (12 %) did not report ownership of a mobile phone Boys: 26 = 65 % of 40, 14 ( 35 %) did not report ownership of a mobile phone 2014 Girls : 18 = 90% of 20 2 (10 %) did not report ownership of a mobile phone Boys: 18 = 78 %; of 23, 5 (22 %) did not report ownership of a mobile phone Higher rates of girls’ ownership are in line with other research, for example findings in Germany (KIM 2014, JIM 2014) and earlier studies in Austria. (Hödl, 2009) Limitation of the study: In 2013 girls’ data are based from nine to 14 years of age, and boys’ of the age from eight to 13 years; in 2014 girls data are based on the age from eight to 13 years and boys aged from eight to 14 years.
- #6 When using mobile phones for learning the possibility to access the Internet is important. Permanent Internet access is possible with mobile Internet. According to Livingstone (et al, 2014; JIM 2015) Internet access varies slightly with gender across Europe, which could be confirmed in our research. Younger kids prefer computer and laptop for Internet-access instead of mobile phones. (KIM, 2014, Lenhart, 2015) Permanent access to the Internet slightly increased from 2013 with 48 % (girls 53 %, boys 42 %) to 53 % (girls 44 %, boys 61 %) in 2014. In 2013 access to the Internet via Wi-Fi was 55 % (50 % girls, 62 % boys) and in 2014 53 % (44 % girls, 61 % boys). Mobile Internet and Wi-Fi access is low with kids up to ten years, while more than half of the eleven year olds can access mobile Internet
- #7 User daily routines regarding SMS, taking photos / videos, Internet surfing and e-Mails
- #8 User daily routines regarding SMS, taking photos / videos, Internet surfing and e-Mails
- #9 User daily routines regarding SMS, taking photos / videos, Internet surfing and e-Mails In 2013 girls were dominant with SMS and photo / video taking. E-Mails are not very popular among kids. Other communicative applications (e.g. Whatsapp or Facebook) were not questioned.
- #10 Summarizing the overall outcome: It can be assumed that pupils below 14 years of age have hardly any experience with, and show marginal imagination of benefits for using mobile phones for learning.
- #11 All scores are very low Likert Score 1 denotes level RARELY. Important is that the use of mobile phones for learning at home ( increasing from 0.92 Likert grades in 2013 to 1.36 in 2014) is higher rated than for using at school. A reason for this may be that mobile phones are banned in most of Austrian school. Although learning at home gains higher appreciation than at school, it ranges also on a very low level. However, the results can be interpreted, that there would be a demand to tutor kids at school how to use the tool for learning.
- #12 Insights about students’ views of advantages and/or disadvantages when mobile phones would be used in class teaching Comments were quite vague , slightly different by boys and girls. Girls claim guidelines, useful concepts for research. require assistance and inspiration for beneficial activities (in contrast to using a phone for gaming, and listening to music).
- #14 Compulsory education ends at 15 years. This implies that what is not integrated in education thus far would be out of reach for those finishing school at 15 years. Most of them are coming from underprivileged families. Thus, skills for individual learning need to be developed before 15 years of age, to be prepared for employment and further career
- #15 In contrast to private use of mobile phones for internet browsing , internet-research and use of digital learning material in schools is commonly limited to timetables and the availability of a computer-lab.
- #16 Today’s kids are the mobile technology generation, but schools ban the use of mobile technologies from the classroom. Basic elements of youth culture - mobile phones- are spared out in most Austrian schools.
- #17 A Smartphone is a perfect tool in the pocket for immediate use in concrete situations. Smartphones are now almost as powerful as a desktop or laptop PC, providing multi-functionality, portability, and connectivity.
- #18 ‘Mobile technology opens the door ‘here and now learning’ that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning’ (Martin & Erztberger, 2013). It is important to shift the discussion from if mobile phones should be used in class, to how to focus on the potential of the devices for assisting and aiding learning. There is a need for a proper solution to handle the issues of misuse and digital divide, which means to be educated in its appropriate usage.
- #19 There is a need for a proper solution to handle the issues of misuse, means to be educated in its appropriate usage. According to Prochazka (2013) Austrian children use the Internet less intensively than in other countries.
- #20 which are often used for a much longer period than mobile phones, thus, are not on a similar technical level.
- #21 Changes needed: didactical approaches!!!!! Integrating the tools in class-teaching is a chance for conditioning students to expect and respond best to individualized learning and would help to overcome disparities of inside- and outside- classroom skills. Learning can continue beyond the walls of the classroom. It is pedagogically irresponsible to leave students alone with the issue of abundant potential and missed opportunities for mobile learning. It is pedagogically irresponsible to leave students alone with an important issue of abundant potential and missed opportunities for mobile learning. Students’ perceptions of using the tools for formal and informal learning, as a part of their personal learning environment, needs to be part of todays education.
- #22 Changes needed: didactical approaches!!!!! Integrating the tools in class-teaching is a chance for conditioning students to expect and respond best to individualized learning and would help to overcome disparities of inside- and outside- classroom skills. Learning can continue beyond the walls of the classroom. It is pedagogically irresponsible to leave students alone with the issue of abundant potential and missed opportunities for mobile learning. It is pedagogically irresponsible to leave students alone with an important issue of abundant potential and missed opportunities for mobile learning. Students’ perceptions of using the tools for formal and informal learning, as a part of their personal learning environment, needs to be part of todays education.