Mobile Technology In Education Research Articles

Exploring the Potential Usage of Mobile Technologies Among the Hearing-Impaired Students in Learning English as a Second Language (ESL)

<p>With the emergence of mobile technologies in education, the special needs students are gaining the infinite benefits that could enhance their learning sessions. Numerous studies are conducted on the usage of mobile technologies among the special needs students including their acceptance towards the technologies, its advantages as well as the obstacles on the utilisation of mobile technologies. However, fewer studies are done on the usage of mobile technologies among the hearing-impaired (HI) students. There is a need for more studies on that as the number of hearing-impaired people are increasing continuously around the globe. Hence, the aims of the study are to explore the hearing-impaired students’ perspectives on the usa of mobile technologies in learning ESL. In-depth interviews are conducted among the selected ten hearing-impaired students from four different secondary schools in Malaysia and the notable finding demonstrates the majority of them believed that mobile technologies assist them in learning. This study provides the insights for the education stakeholders, especially the policy makers and inventors to create the solutions and improvise the features of mobile technologies that are more user-friendly towards the hearing-impaired students.</p>

A qualitative investigation of implementation of app-based maths instruction for young learners

Aim:Tablet technology can play a valuable role in supporting learning for primary school children, but its implementation for children in the early years or for with those with learning delays has received limited focus. The aim of this study was to enhance understanding of the interaction between child, technology, and conditions for implementation; fundamental to optimising the role that technology can play in the education of young learners.Method:Qualitative data was gathered during two controlled efficacy studies (Walton 2018; Allison 2019). Semi-structured interviews explored the perspectives of teachers and teaching assistants regarding the utility, implementation and perceived outcomes of one maths app for young learners. This interview data was synthesised here.Findings:Thematic analysis of the synthesised data highlighted child prerequisite skills, features of the app and implementation conditions were perceived to support early learning and engagement. Critical examination yielded a model of app-based early maths learning that considers learning through the complex interaction of four key dimensions: child, app, facilitator, and learning environment.Limitations:Findings are restricted to the circumstances of these studies, so further studies, in other contexts, are needed to explore transferability of these results.Conclusions:This synthesis is consonant with emerging theorising for mobile technology in education (Bernacki et al., 2020), highlighting the complex interaction of technology and context in achieving educational gains. It can inform the work of educators and psychologists supporting young or delayed learners, serving as a guide to utilising technology effectively, to optimise provision and thereby the achievement of young learners.

Digital Literacy Skills as Prerequisite for Teaching and Learning in Higher Education Institutions

The advent of digital technologies has brought about new opportunities and challenges to the education system globally. The use of digital technologies by educators in Higher Education Institutions (HEIs) is a portal for innovative teaching and learning. While there is a gradual increase in the use of these innovative technologies by HEIs in South Africa, there is still a long way to transform the educational system fully. Effective use of digital technologies in teaching and learning needs a certain level of digital literacy. Digital literacy enhances teaching and learning by helping educators integrate and use digital technologies, while equipping students with skills to access the internet effectively. The impact of digital technology has beaconed the need of educators to acquire 21st-century skills. Digital literacy skills are critical in realising the potential and benefits of digital technologies. This paper investigates the importance of digital technologies in education and the impact of digital literacy skills on the effective use of these technologies in HEIs in South Africa. Data collection was primarily based on a critical review of literature relating to the application of mobile technologies in HEIs in South Africa. The results revealed various barriers inhibiting educators from adopting mobile technologies in teaching and learning, including lack of digital literacy skills, time constraints, unwillingness to change, lack of educator confidence, poor technological infrastructure, and lack of digital or mobile devices. The study provides recommendations to enable and inspire educators in HEIs to use mobile digital technologies effectively.

CoLecTer KIN: Mobile Application for Collaborative Bilingual Glossary Compilation in the ESP Classroom

The ubiquitous use of smartphones has shown to offer great advantages in language learning, which still remain to be harnessed in the field of mobile-assisted language learning (MALL), ESP teaching and translator training in higher education. Language teachers are predominantly the users of existing mobile applications and not their producers, which may narrow their range of choices and options in using mobile technology in teaching. This paper presents the results of a student survey on the usability, perceived benefits, and feedback on the features of an Android mobile application built by the author. The CoLecTer KIN application was used by first-year undergraduate students of Applied Kinesiology in a collaborative project of compiling a Slovene-English bilingual glossary of topic-specific terminology. The design of the application makes it suitable for use in the ESP and translation classroom and in collaborative translation projects.

Exploring Social Sciences Students’ Perceptions on Information Literacy and the Use of Mobile Technologies in Higher Education

This study aims to examine information literacy (IL) and the use of mobile technologies in the educational sphere by a sample of social sciences undergraduate students (N = 1,390). The study used the MOBILE-APPS questionnaire, which is a scale for measuring students’ perceptions regarding information literacy (both the institutional and as a personal dimension), the threshold concepts of the ACRL Framework and the use of ICT and mobile technologies in learning contexts. The survey was distributed to a sample of four universities and eight Social Sciences degrees in Spain. A descriptive, inferential, and multivariate study is performed, regarding age, course, gender, and degree. The results show that student perception is higher concerning the personal dimension of IL; most of the students are unaware of the threshold concepts of the ACRL Framework , and responses are very heterogeneous in relation to the use of ICT and mobile technologies. An MDS-clustering strategy regarding the diverse degrees that participate in the study is also provided, to grasp a disciplinary view. From the diagnosis developed in this research, some recommendations for teaching activity in IL as well as implications for academic libraries are provided.

THE USE OF MOBILE LEARNING AS A MODERN INFORMATION TECHNOLOGY IN LEARNING OF FOREIGN LANGUAGE IN THE EDUCATIONAL INSTITUTIONS

The article examines the current trends of mobile learning in modern education. Some of the aspects of implementation such mobile approach are mentioned below. It is noted that despite the widespread availability of different types of mobile phones among students, mobile learning poorly distributed in high schools of Kazakhstan. The technical and psychological readiness of students to use mobile technology in the learning process is analyzed. Also, the experience of the first world mobile learning technology is examined. Based on that findings some of the advantages and the most suitable mobile devices are outlined. These devices. which originally were developed for entertainment might play a crucial role in increasing the efficiency of Kazakhstan's education sector. It concludes that most of today’s students are ready both technically and psychologically to use mobile technology in education, and it is highly important to consider any new opportunities for more effective use of mobile learning.

Integration of Mobile Learning into Complex Problem-Solving Processes during STEM Education

<p class="0abstract">Over the past few years, the teaching process has transformed radically under significant investments in information and communication technologies. In this context, mobile technologies emerge as an innovative educational tool. Mobile devices are being used by a vast number of so-called "digital generation" representatives in daily life and educational activities. It has been proven that the implementation of mobile technologies in education contributes to the increase of students' motivation, participation in the learning process, and faster acquisition of professional competencies. These technologies take the role of the "driving force" in training. However, their comprehensive understanding is essential to use them effectively. The objective of this study was to analyze the intensity of mobile technologies' use and investigate their evolution in higher education using the example of the I.M. Sechenov First Moscow State Medical University. The research sample was represented by 151 students (data collected for 2015/2016) and 274 students (data for 2019/2020). The average participants' age corresponded to 19.8. The study also involved three experts who were required to evaluate questionnaires completed in Google Forms. The scientific method of the study was based on the organized examination, strict control over the involved respondents, and quantitative research. The research outcomes were analyzed through Chi-Square goodness-of-fit test. The target questions of the survey were rated on a 5-point Likert scale. According to the study results, 95% of the respondents used mobile devices for educational purposes, of which 65% agreed with the convenience of having course materials on a mobile device. In the 2015/2016 academic year, the share of students using smartphones for learning comprised 10.4%, while in 2019/2020, their percentage increased to 61.5%. The study findings will be useful for university teachers and representatives of educational institutions' administration.</p>

Effect of Using The hypothetical Classroom to The Mobile Education Technology in Teaching Some on Floor exercise Skills in Gymnastics

The research aims to: - Revealing the Effect of Using the hypothetical classroom in mobile education technology in the Teaching Some on Floor exercise Skills in Gymnastics. The researcher designed the Google Classroom website through Google Apps. Then, the researcher invited the professor to communicate with his students in the virtual classroom as well as supervising the follow-up of the implementation of the experiment in the field (classroom professor). The researchers used the experimental method because it suits the research. The research sample was composed of (36) students from the sophomores of the faculty of Physical Education and Sports Sciences at the University of Mosul. The sample was randomly divided into two groups experimental and control groups with (18) students per each one. Afterwards, harmonization and equivalence were found between the two groups in the basic variables: age, length, mass and some elements of fitness as well as skillful performance. The experiment was carried out for the period from 25.11.2018 to 13.01.2018 with a total of (13) teaching units with two units per week. The post-test for the professional achievement was conducted on 14-15.01.2019 In order to reach the results of the research, the researcher used the statistical bag (SPSS), and the researcher reached the following conclusions: - The experimental group that used the application of the default classroom of mobile learning technology has surpassed the control group that used the usual method used in the skill collection of some basic floor skills in gymnastics.

Exploring National Nursing Readiness for a Radiological or Nuclear Incident: A Cross-Sectional Study

IntroductionAs the largest component of the United States health care workforce, nurses will play a critical role in radiological or nuclear disaster medical response. Despite this, the United States’ schools of nursing are not currently providing radiation content (75% teach zero or <1 hour), and much of the current nursing workforce may not have received adequate response education and training. Nurses working in emergency departments and those who work at hospitals within the Radiation Injury Treatment Network will be relied on heavily, but little is known about whether these nurses possess the knowledge and skills needed to care for and protect patients after a radiation emergency. Current federal and state radiological/nuclear preparedness plans may be built on false assumptions of readiness, which would have serious implications for national preparedness and the National Health Security Strategy. The purpose of this study was to assess nurses' knowledge and skill in emergency radiological or nuclear response and determine their willingness to use mobile technology for education and training in response to a large-scale radiation event. MethodsDescriptive cross-sectional survey of registered nurse members of the Emergency Nurses Association and/or those employed at Radiation Injury Treatment Network centers. ResultsKnowledge scores were low for all respondents. Prior attendance at a Radiation Emergency Medical Management course, use of online resources, and having a preparedness plan were associated with higher scores. Experience with a radiation emergency was associated with the highest score. Nurses are willing to use mobile technology during a radiological or nuclear disaster response. DiscussionKey nurses may not possess adequate knowledge or clinical competence to participate in radiation response activities. The results of this assessment identified educational gaps and areas to strengthen nursing education and clinical skills.

The Art of Coaching: Addressing Mobile Technology Integration in a Complex Hospital School Environment.

This qualitative study examined the effects of a coaching program as part of a professional development effort to support integration of mobile technologies in a hospital school setting. The professional development consisted of two components: (a) the researchers introduced pedagogical models for incorporating mobile technology in education and (b) a technological expert (the iCoach) provided one-on-one and small-group personalized coaching. After studying the contextual challenges and teachers' needs over a period of 12 months, an effective coaching model emerged. This was a personalized model geared to each teacher and tailored to the unique features of this hospital context. An integral part of the model was a reflection strategy, which encouraged teachers to question their teaching with the purposeful use of technology. Data collection involved teachers' reflections, iCoach reflections, and semi-structured interviews. Many themes emerged from the data analysis; the two main ones were the uniqueness of the setting and the multiplicity of demands on the teachers and the iCoach. The study developed a set of guidelines to help teachers use technology in an integrated pedagogical way.

Teachers’ Perceived Self-Efficacy Concerning the Use of Mobile Technology in Education, Considering the “Working from Home” Format

In the context of the pandemic generated by the COVID-19 (SARS-CoV-2), the global education system is currently facing an unprecedented situation which has proven to be difficult to be managed - closing schools and identifying alternative on-line methods in order to continue the educational process. Therefore, teachers, students and parents have become actors playing new roles to which they have to adapt as well and fast as possible. Innovative solutions, good practices, teaching staff creativity and a receptive attitude are fully used and exploited. The way in which the lessons, the strategies and the instruments used in teaching, learning and assessment are developed has to relate to a series of variables: digital skills - competences of teachers and students, their attitude toward modern available technological means, ways for customizing the instructive process and learning conditions. The teachers have to turn students into trustworthy and responsible parties, as active partners in the process of their own formation. The proposed research aims to identify - from the psychological point of view - the perceived self-efficacy among teachers in relation to the use of mobile technology in education, in the context of working just from home. The sample of the research consisted on 125 teachers, having different ages and background in Science and Technology, who carry out educational activities both in urban and rural areas.

Design and Implementation of P2P Based Mobile App for Collaborative Learning in Higher Education

Within the recent years, mobile technologies have made major progress in its de-velopment. They have become an integral part of our daily life. Therefore, the big interest of using mobile technology in education process is comprehensible. A new technology was born called mobile learning (m-learning). The main benefits of this technology is sharing three important dimensions of learning resources namely learning contents, learning collaborators and learning services. In univer-sity courses, different forms of collaborative and peer learning are progressively used in order to assist students meet an assortment of learning outcomes. There-fore, the use of mobile technologies in education has become a crucial topic for research. Because mobile phone is the first choice of everyone to communicate, our research is focused on the use of smartphones as learning resources. In this paper, we propose an implementation of a new mobile application based peer-to-peer learning system named "EachOther" and a scenario for its usage applied on students of an IT course at the High School of Technology of Fez (ESTF). The aim of this work consists of the conception, the development and the implementa-tion of the mobile application based on Android system to support collaborative learning, by applying an object-oriented modeling language which is Unified Modeling Language (UML).

Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective

With the proliferation of technology and the Internet, the way education is delivered has undergone a rapid change in different educational settings. Whilst a large amount of research has investigated the implementation of mobile technologies in education, there is still a paucity of research from a teaching perspective across disciplines within higher education. For this reason, this study investigated the acceptance, preparedness and adoption of mobile technologies by academic faculties within higher education, using the context of China. Underpinned by the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) Model, a large-scale quantitative survey investigated the factors affecting academics’ behavioural intentions and use for mobile technologies, and variations between different demographic groups. Findings suggested that the most significant factors affecting academics’ behavioural intention and behaviours of use were their performance expectancy, facilitating conditions, hedonic motivation and habit. Behavioural intention also affected how the faculty staff used their mobile technologies. Moreover, gender, age, teaching experience and discipline were found to be moderating factors. This research provides further verification of the effectiveness of the UTAUT2 Model in the higher education context and the field of new technologies implementation. Findings from this study provide beneficial insights for universities, faculties, and academics in policymaking, faculty management, professional development and lecturer instruction concerning mobile technologies.

Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

Mobile technologies appear to be gaining in popularity regarding foreign language instruction they have recently proliferated in academic environments. M-learning opens up new possibilities and opportunities for both teachers and students, and it is inevitable that methodological approaches to pedagogy and ways of teaching foreign languages are accordingly adjusted and reevaluated. Despite the numerous significant advantages mobile technologies offer, scholars and educators have to take into consideration some barriers and limitations in this respect, and respond to both existing and future challenges. Moreover, the studies on MALL (mobile-assisted language learning) seem to be predominantly focused on benefits of specific technological advances when the advantages of MALL are discussed. This article attempts to present a critical review of the literature which deals with MALL as further research and exploration in this area is necessary, especially with regard to challenges and barriers language teachers face when m-technologies are employed. Three major drawbacks related to using mobile technologies in teaching are predominantly discussed, namely learner distraction, cheating, and teacher perception and readiness. Moreover, proposing feasible solutions to the challenges and barriers is also discussed in the article.

School Closures, Equality of Opportunity: Some Recommendations

To mitigate the educational disruption, during the coronavirus pandemic, countries work to facilitate the continuity of learning by using mobile technologies for teaching and learning. Despite the development of mobile communication technology and Although distance education has been developed for several years, it is still widely regarded as falling to assure educational equality. Remote learning during this pandemic crisis is challenging. Policy makers, school principals, teachers, students and parents are all juggling unusual responsibilities. This paper reviews the school closures literature, highlights the equality of opportunity challenge and gives some guidance to effectively implement a productive learning programme.

Disruptive smart mobile pedagogies for engineering education

Mobile technologies are becoming more ubiquitous and multifaceted in today’s society. The rise of smart mobile devices like mobile phones, tablets, etc. has sparked a revolution in mobile learning paradigm. Educational researchers have started exploiting the potential and scope of smart mobile technologies in education. The mobile technology embraced by new smart pedagogies, can disrupt the notions of engineering education. We have examined the nature of several smart pedagogies in engineering education and explored the way they intersect with the mobile pedagogies. We have unpacked philosophies of modernization and disruption. We have then discussed smart mobile learning activities for engineering students, together with the pedagogical principles supporting them. We have also outlined the ways to implement ‘feasible disruptions’ through the smart mobile pedagogies.

Towards a Conceptual Framework Highlighting Mobile Learning Challenges

Over the last decade, there has been much interest in mobile technologies in teaching and learning as emerging and innovative tools. Despite this focus, mobile learning (m-Learning) implementation is facing many challenges. This study presents a tentative conceptual framework that consolidates existing research related to mobile learning implementation barriers. The study adopted a systematic review of the literature on challenges to mobile learning. A total of 125 papers published between 2007 and 2017 were extracted from established peer reviewed journals. A qualitative content analysis was used to define 24 barriers that have been grouped into four conceptual categories: Technological, Learner, Pedagogical and Facilitating Conditions. The proposed framework acts as guide for educators, systems developers, policy makers, researchers and stakeholders interested in implementing mobile learning programs.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

Science Education and Mobile Learning: A Content Analysis Review of the Web of Science Database

The use of mobile technologies in education has appealed considerable interest and attention from educators and researchers in the last decade. Nonetheless, the effects of mobile learning on students’ learning outcome in science education are still ambiguous. The time and place flexibility, ubiquity and easy accessibility of mobile devices are among the features that make them valuable in m-learning, especially in science education, at present times. Despite the large number of researches conducted, no bibliometrics study has been carried out in this topic so far. The aim of this review is to assess the progress of international publications in the area of science education and mobile learning. This content analysis review shows the trends in publications regarding mobile learning and science education researches indexed in Web of Science database between years 2004-2019. Out of 57 documents related to the topic of interest found in the database of Web of Science, the results demonstrate that the publication frequency has increased after 2012 where the most productive year was 2016. Most of the published documents were proceedings papers and original articles. Taiwan and United States are the countries with most work published where Pakistan, Taiwan and China are the countries that funded the most scientific research. The top journal involving the publications associated with this topic is Computers &amp; Education journal. A more comprehensive criteria has been used in this content analysis which has interpreted in detail. This study can provide a much clear picture of the field to researchers, educational leaders and funders to incorporate new understandings into their research.

Exploring children experience with educational mobile technology

The purpose of this study is to explore and analyse the user experience (UX) of Arabic educational and entertainment applications designed for children aging 8–10 years. This paper reports the results of an experimental study conducted on a sample of 53 children in two elementary schools in Qalqilya and Nablus, Palestine. The context of the current study is different from previous studies that were conducted in a western environment in terms of knowledge, awareness, demographic changes and background variables. Qualitative methods captured the enjoyable and attractive parts of the software being used. The qualitative content analysis showed that participants’ enjoyment using the system was quite different. During sessions, children showed much excitement and interest while working with the math app more than the science app. However, girls were less interested to use the math application compared with their use of the device itself. Following Hassenzahl’s model, the descriptions of UXs were also categorised into two categories: pragmatic and hedonic; the functionality, technical and ease of use aspects of UX of both the tablet and the math application were categorised as pragmatic. Enjoyable, exciting, confusing and upsetting experiences were categorised as hedonic. Male participants were more familiar with the use of mobile devices than female participants. The results of the present study showed that gender, culture and religion are important factors that affect children’s experience to use new technological devices since three female participants were reluctant to use the tablet especially due to cultural and religious factors.