The impact of increased mobile phone usage on academics
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The document discusses the impact of increased mobile phone usage among students at Makerere University in Uganda. It notes that 99% of the university's over 30,000 students own mobile phones. While phones provide access to online resources that aid learning, they also negatively impact student concentration, performance, and social interactions. The university has regulations around phone use in classes and libraries to address these issues. Lecturers acknowledge both benefits, like note sharing, and drawbacks, such as distraction and laziness, of high student phone ownership.
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The document discusses the rise of mobile learning and its potential as the next generation of learning. It provides examples of existing mobile learning projects from around the world and how they leverage features of smartphones and mobile phones. The future of mobile learning is promising as wireless technologies continue to advance and more people have access to Internet-enabled mobile devices.
Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP):...
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Mobile phones are a dominant form of information and communication technology, with India ranking second in the
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becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
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descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
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Mobile learning and BYOD: implementations in an Intensive English Program
The document summarizes research conducted on incorporating mobile learning and BYOD (Bring Your Own Device) in Intensive English Program classes at the University of Sharjah. Surveys of students found that most already owned mobile devices, enjoyed using them for class connectivity and keeping journals, and felt mobile learning improved engagement and independence. The instructor also observed improved attitudes, engagement, writing, and assignment completion. However, limitations included the study only involving female students over 8 weeks, and more mobile learning activities being needed, especially collaborative ones. Further research was recommended on cultural aspects of mobile learning in the UAE and best practices for online communication and content sharing.
2014 e learning innovations conference kim musila i masomo mobile app
2014 e learning innovations conference kim musila i masomo mobile appeLearning Innovations Conference
Dr. Everlyne Makhanu and Kim Musyoka Musila from Strathmore University developed a mobile application called I-Masomo to help address the problem of limited access to university course information in Kenya. There is high demand for university education but limited spots, and many students do not get into their program or university of choice due to a lack of information. Their study found that a mobile app could help provide prospective students, parents, and teachers easy access to course requirements and admissions details. They designed I-Masomo using a client-server architecture with Java, MySQL, and PHP. Testing showed users were highly satisfied with its usability, accessibility, ease of use, and ability to compare information. The researchersRemojo jessica s.
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...
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 UniversityDial D for DistractionThe Making and Breaking of Cell Phone.docx
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
Mobile Data Consumption and Its impact on students learning progress during p...
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This document discusses a study on the impact of mobile data consumption on students' learning progress. It provides background on the increased use of internet and mobile data for learning due to technology growth and the pandemic. Previous research found both positive and negative impacts of internet and mobile phone use on academic performance. The study aims to determine how mobile data consumption affects students' learning progress to provide guidance to students, teachers, parents and future researchers. It signifies the importance of understanding these impacts to help students use mobile data in a controlled way that supports learning.Investigating Smartphone Users’ Attitude and Intention Technology Acceptance ...
The significance of IT in teaching and learning in this digital age cannot be over emphasized, especially, Nigeria being a developing nation. IT facilities and devices such as the smartphones have been established to positively aid learning. However, despite the obvious benefits accruing to the existence of ICT in teaching and learning in Nigeria, it has been discovered through literatures that nothing much has been done in north east Nigeria, both in terms of schools employing e learning and researches to drive it, particularly Taraba State. Therefore, this study was designed to investigate mobile users’ attitude and intention to use smartphones for learning, using Technology Acceptance Model at Institute for Distance Education and Life long Learning IDELL , TarabaState University TSU , Jalingo. For this study, survey design was adopted. The population comprised 71 students in year 2 class and total enumeration was used with 70 responses. Data were collected using questionnaire and analysed with SPSS using frequency distribution. This study found out that perceived ease of use positively influenced attitude towards using smartphones for learning by students of IDELL. The study also revealed that perceived usefulness positively influenced attitude towards using smartphone for learning by students of IDELL. Again, as the study discovered, both perceived ease of use and perceived usefulness positively influence attitude towards using smartphones for learning, which will in turn influence intention to use smartphones for learning. It was also revealed that perceived usefulness alone have the capacity to influence behavioural intention to use smartphones for learning at IDELL, Taraba State University, Jalingo. Finally, recommendations were proffered. Philip Zhino Aboki | Jonathan Iliya Apuru | Jeremy Zevini Bako "Investigating Smartphone Users’ Attitude and Intention: Technology Acceptance Model - TAM" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49394.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/49394/investigating-smartphone-users’-attitude-and-intention-technology-acceptance-model--tam/philip-zhino-aboki
Full report smart phone impact on social relationship management
Smartphones are having wide-ranging impacts on society. They are affecting social relationships as people use their phones more than interacting face-to-face. This can damage family and friendship bonds. Smartphones also negatively impact work productivity as employees are distracted and use phones excessively for non-work purposes. In education, smartphones disrupt classrooms and cause students to neglect schoolwork in favor of social media and games. While smartphones provide access to information, their overuse has many disadvantages for social interactions and productivity.
Judith e learning africa 2010
1. The study found a slight gender difference in access to and use of ICTs among educators and learners in selected schools in Cameroon, with male educators and learners using ICTs more frequently.
2. Qualitative data revealed that female learners perceive ICTs as boring and for boys, and female educators feel uncomfortable in cyber cafes.
3. The study recommends training more female teachers in ICTs, increasing computer availability in schools, and allocating more time for ICT classes to improve access and use for girls and women.
Mobile Learning: Using Cell Phones as an Instructional Device
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.
Inernet use
This document discusses a study on student internet use in Ghana. The study aims to understand student internet adoption through an empirical integration of the Technology Acceptance Model and Theory of Planned Behaviour. It hypothesizes that factors like perceived usefulness, ease of use, attitude, subjective norms, and prior experience affect behavioral intention to use the internet. The significance of the study is that internet use can improve education and job prospects for students, and help develop skills like computer literacy that are important for the workforce. Describing student internet use is important to understand how technologies can benefit users and what risks may be involved.
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The impact of increased mobile phone usage on academics
- 1. THE IMPACT OF INCREASED MOBILE PHONE USAGE ON STUDENTS ACADEMIC AND HEALTH AT MAKERERE UNIVERSITY. PRESENTATION BY NAMUTEBI SARAH NAKIBOMBO ESTHER JOYCE NAGAWA BETTY
- 2. Background of mobile phones in Uganda • The introduction of cellular telephony has revolutionized Uganda’s telecommunications industry since the first network went live in 1995, with two more following in 1998 and 2001. • As early as 1999, Uganda became the first country on the continent where the number of mobile subscribers passed the number of fixed-line users, and the ratio is now more than 18:1. • The market is consistently growing at around 50% p.a., while market penetration is still low at less than 9%. The recent introduction of GPRS will enable the mobile operators to play a larger role in Internet service provision, and a fourth license for the Forth Generation (4G) mobile technology is being considered.
- 3. Background cont’d • Makerere university has over 30,000 students and 99% of them possess mobile phones.
- 4. What students use phones for To access internet which enables them to search for notes, revision books online. Information sharing via social media groups such as whats App and facebook. Checking for marks online. Processing online registration. Online studies.
- 5. Negative impacts of phone on students’ academics i. Lack of concentration in class ii. Creates a wall between students and their friends iii. Leads to poor academic performance iv. Fuels negligence of students on their academics
- 6. Regulations of mobile phone usage on Makerere University students Phones should be kept in silence while in the library and during lectures A fine of 50000 is charged for use of mobile phones within the library
- 7. What do lecturers say on increased phone usage among students Negative impacts Mobile phones consumes a lot of students’ time while taking selfies. Leads to laziness whereby students no longer go to library for research, but they opt to copy and paste data from internet. Mobile phones destruct students’ attention while in lecturers Mobile phones lead to poor performance of students in course work.
- 8. What do lecturers say on increased phone usage among students con’td Positive impacts According to Dr. Emmy Rwomushana, a lecturer at Makerere University, mobile phones are of importance to students in the following ways They help students to share notes via social media groups such as WhatsApp
- 9. Positive impacts cont’d Via WhatsApp, mobile phones help him to linkup with students whom he supervises during internship Mobile phones help students to do academic research online.
- 10. Conclusion • Mobile phones continue to be of advantage and disadvantage on the academics of students of Makerere University by helping them to carry out research on different topics, and many more. END