Devices For Educational Purposes Research Articles

THE OPPORTUNITIES OF MOBILE TECHNOLOGIES IN THE PRACTICE OF TEACHING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE

The article deals with the problem of forming a linguistic personality of foreign medical students. The article highlights the problem of forming the language personality of a foreign medical education seeker in the context of changes in the world and domestic educational systems. The authors analyze the relevance and appropriateness of using mobile technologies in Ukrainian language classes as a foreign language, taking into account the modern development of society, organizational and technological foundations of studying the subject «Ukrainian as a Foreign Language». Considering the trend of transition of users from the operation of desktop personal computers to more mobile portable devices (tablets, smartphones) and based on the problems of organizing the educational process, the assumption of the effectiveness and relevance of mobile technology in teaching Ukrainian as a foreign language. Based on the analysis of the existing definitions of the term "mobile learning" the interpretation was offered, in which mobile devices are the means to achieve didactic objectives. The potential of the use of mobile technologies in education is analysed, as well as the factors that complicate their applications by teachers are given. The domestic experience of using mobile devices for educational purposes is considered. The authors argue that there are many opportunities to transfer information materials to the learner. Options for using mobile learning in Ukrainian as a foreign language classes are shown. The article proposes the use of smartphones when performing practical tasks; target platforms in the study of topics; independent language acquisition; when repeating the material in extracurricular time. The advantages of using mobile devices as convenient tools for accessing cloud services to organize joint activities of students are considered.

TEACHING MATHEMATICS THROUGH ONLINE COLLABORATIVE ENVIRONMENT IN THE HIGHER EDUCATION CONTEXT

The higher education sector is continuously working towards the improvement of support mechanism by means of strengthening of education technology and various other strategies. This requirement differs from the nature of the subject. For technical subjects, it is much easier to take the assistance of technology, such as online tools, videos, animation, interactive applications and much more. Whereas, subjects like Mathematics and Language learning, has a totally different scenario. However, the higher educational institutions are adopting a various innovative approach to enhance the student learning experience. This research paper focuses on some of those methods, which are adopted to improve Mathematics education at the foundation level in one of the higher educational institution in the Sultanate of Oman. The foundation level education was introduced to bridge a gap of basic requirements, which some of the students lack while completing their higher school and takes admission in the diploma or bachelor studies. Foundation Mathematics is one of the subjects which is being taught at this level. Although, there is a provision that student can opt for clearing a challenge exam and get admitted to the first semester, still many of the students opt for studying foundation due to various factors. In their school education, they are not allowed to use smartphones or devices during their classes. Whereas, in college, they can use their devices for educational purposes. The module leader prepares a session plan according to the learning outcomes and maps various activities with the support of various tools. Some of these tools are online, which are accessible on mobile phones. One such useful tool is Kaizala, which allows students to collaborate with each other to participate in various activities being conducted by the faculty members. It supports almost all the multimedia content such as audio, video, animation, interactive quizzes, polling, sharing of images, etc. In this research paper, the authors have described the implementation of such collaborative tools in various ways, to enhance student understanding. Finally, the method was found to be very useful and it has improved the results. Part-time students also found it quite useful, as they were able to participate in the class activities even if they are unable to make-up to some of their classes due to some official reasons. There were students who were repeating the subject for more than one time and who have also found such methods as quite useful ones. Overall, the experience of introducing online collaborative tools to improve the learning mechanism of Mathematics related subject was found to be very good.

Revisiting the digital divide(s): Technology-enhanced English language practices at a university in Pakistan

With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students' engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students' non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students' preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this.

A Course Design for Individualized Learning Leveraging Didactic Functions of Mobile Learning Devices

Mobile computing and wireless technologies are transforming traditional educational patterns. The use of mobile devices for educational purposes led to what is known as <em>mobile learning</em>. In recent years, mobile learning strategies have been increasingly adopted in higher education. They support personalized, informal, situated, contextualized and ubiquitous learning. In practice, we have witnessed that courses in software engineering education often do not lead to the expected learning outcomes. In this paper, we will therefore present a motivating and learner-centered approach for mobile e-learning in application prototyping. We use mobile devices as key enabler serving different didactic functions in the context of learning, prototyping and collaboration.

Review of Mobile Learning Trends 2010-2015: A Meta-Analysis

Introduction With the advent of mobile technologies, new paradigm of teaching and learning with technology aid had been emerged, that is mobile learning (M-Learning). Mobile technologies purvey opportunities to hold new and interesting methods of teaching and learning, both beyond and inside the classroom. Apropos to the teaching-learning process, the integration of mobile devices into educational context has considerable benefits and profoundly potential which consistence with Valero et al. (2012) who claimed that the technological features of M-Learning are portability, immediacy, connectivity, ubiquity and adaptability. It enables collaboration among pupils, knowledge creation, information searching and improved interaction and communication between teacher and student. Moreover, it facilitates access to learning anytime and anywhere by enabling connectivity and the employ of multiple apps for educational purposes (Fundacion Telefonica, 2013). In short, M-Learning has been recognized as one of the most influential technologies for education (Johnson, Adams, & Cummins, 2012). Therefore, this paper intends to provide insights into the research trends and issues in the studies of M-Learning through content analysis of selected journals from January, 2010 to December, 2015, covering six major journals: (1) Computer & Education (CE Keengwe, 2014) that integrates several software and firmware technology in multimedia applications (Lavin-Mera et al., 2008) which facilitate learning through a variety of wireless mobile devices (Kukulska-Hulme, 2005; Stevens & Kitchenham, 2011) using wireless networks (WiFi) or broadband services (Caudill, 2007) without limit in terms of location or time. (Kukulska-Hulme, 2005; Hussin et al., 2012; Quinn, 2000). Furthermore, Keegan (2002) contemplates the possibility of M-Learning as a harbinger of the future of learning. M-Learning research The use of mobile devices for educational purposes, recognized as M-Learning has gained substantial attention from researchers in the technology-enhanced learning discipline. Recent research findings on using mobile devices in different learning environments have exemplified their ability to effectively enhance students' learning knowledge. …

University Students Use of Computers and Mobile Devices for Learning and their Reading Speed on Different Platforms

This research was aimed at the investigation of mobile device and computer use at a higher learning institution. The goal was to determine the current use of computers and mobile devices for learning and the students' reading speed on different platforms. The research was contextualised in a sample of students at the University of South Africa. Students indicated their use of computers and mobile devices for educational purposes in closed questions. The results of this case study showed that most students preferred reading from university supplied printed materials than from notes downloaded on computers or mobile devices. The percentages of students who use computers and mobile devices were calculated. Students currently use computers more than mobile devices for reading downloaded notes. A mobile eye tracker was used to analyse the students' reading speed on paper, and on a mobile device. Screen based eye tracking was also used to analyse the participants' reading speed when reading on a desktop screen. Participants who read on paper had the fastest reading speed than those who read on mobile device or computer screen.