Mobile Learning Technologies Research Articles

Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom

Mobile technology has become popular worldwide with a broad range of users, including students from all levels of education. Although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers' perceptions of how mobile technology impacts in learning and its relation to Applications (Apps) use in the classroom. This state of affairs is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 teachers of 12 different primary schools in Spain. The questionnaire collected data about teachers' individual information, teachers' perceptions on the impact of mobile technology in learning, and use of a set of selected Apps in the classroom. Findings suggest that facilitating access to information and increasing engagement to learning are the two main impacts of mobile technology in the classroom. Findings also show that the choice of Apps is related to the teachers' perception of how mobile technology impacts in learning. Findings could help teachers to take advantage of the combination of affordances of mobile technology and Apps that actually improve some aspects of learning practice.

Mobile technology and mathematics: effects on students’ attitudes, engagement, and achievement

There is an increasing uptake on the use of mobile technologies for learning, but its use with mathematics has not yet been reviewed. It is the purpose of this paper to synthesize research findings on the use of mobile technologies in mathematics. A systematic review of studies utilizing mobile technologies for mathematics was carried out. The review yielded 60 papers which were mapped according to use. Effects on student perceptions and attitudes, student achievement, and student engagement were investigated. Student attitudes to mobile use were mostly positive, but its effect on students’ attitudes towards mathematics yielded mixed results. Student engagement with other students generally increased and so does their engagement in the learning activities. As for student achievement, a meta-analysis of achievement in elementary schools yielded a random effect size of 0.48. Other achievement studies were analyzed using vote counting. Middle school studies were mostly positive, but high school studies had mixed outcomes. Implications for practice, policy, and future research were outlined.

English

Information and communication Technology is a gateway through which large population of students has been addressed. Mobile learning technology the latest arrival highly changing the way the students learn, interact, access up to data information. It mainly satisfies the current and future generation which needs information at the earliest rather than later few touches. The World Wide Web acts as an interface in E-learning as well as in mobile learning (M-learning) environments. It supports and facilitates the delivery of teaching and learning materials. M-learning provides quality educational content with the help of semantic web technologies like Ontology. This study presents Mobile Learning framework for making efficient learning with a case study on cyber security.

Security of m-learning system: A collective responsibility

Innovation in learning technologies and services is driven by demands from Higher Educational Institutions (HEIs) in order to meet their students’ needs and make knowledge delivery easier. The technology could play a pivotal role in extending the possibilities for teaching, learning, and research in educational institutions. M-learning emerged from this innovation as a result of an unprecedented explosion in the number of mobile devices due to availability and affordability of mobile phones, smartphones and tablets among students. Competition in the mobile device industry is also encouraging developers to be innovative, constantly striving to introduce new features. Consequently, newer sources of risks are being introduced in the mobile computing paradigm at manufacturing level. Similarly, many m-learning promoters and developers focus on developing and delivering learning content and infrastructure for m-learning system without adequate consideration for security of stakeholders’ data, whereas the use of these mobile technologies for learning poses a serious threat to confidentiality, integrity and privacy of those involved in teaching and learning, yet traditional security threats are also evolving. Against this backdrop, the stakeholders in education sector (i.e. education providers, educators, m-learning promoters and developers) should begin to consider the security implications of these devices in modern teaching and learning environments. The purpose of this paper is to identify the m-learning security issues that stakeholders may face, how they are being affected by the security threats, who among is stakeholders are affected or most affected by security issues in m-learning using three Nigeria universities as case studies and what are the responsibilities of the stakeholders in ensuring risk free m-learning.

Mobile ELT: East and South of the Red Sea

An exploration of the educational value behind mobile, or cellular, phone utilization in English Language Teaching (ELT), and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology is presented. A number of hindrances associated with learning using these devices are uncovered, as are methods of engaging students at the pedagogical level. This establishes a grounded means of employing mobiles as a language learning platform, and results in support for the foundation of a multi-regional synopsis of mobile phone use in ELT. Several pedagogically significant points regarding the employment of mobile devices with learners across eastern Asia, India, the Middle East, and Africa then emerge in analysis. In particular, the considerations necessary for effective future implementation of mobile learning technologies in Afro-Asian contexts. What ultimately arises is the notion that although the concept of m-learning is still largely embryonic it is becoming increasingly embraced, as mobiles are viewed as an enabling technology that can deliver essential learning opportunities. The article closes by outlining several significant areas of pertinence to next-step research.

Dialogic teaching and iPads in the EAP classroom

Mobile learning technology in the form of iPads has gained considerable attention recently in the literature on pedagogy and learning. This has led to a change in the roles of teachers and students, and the nature of the classroom interaction. What is not clear so far however, is how iPads have changed the nature of classroom talk and dialogic teaching. The present study aimed to examine the impact of iPad use on the opportunities for dialogic teaching in English for Academic Purposes (EAP) classes in an English medium university in the United Arab Emirates. The study reveals that although opportunities for dialogic teaching are both created and inhibited in classes utilizing the iPads, the most influential contributor to opportunities and restrictions lies depends on whether the teachers and students have adopted a dialogic stance. The study also revealed the need to examine dialogic teaching within the specific sociocultural and educational context of learning.

Development of a virtual butterfly ecological system based on augmented reality and mobile learning technologies

A campus butterfly garden is a useful teaching resource for studying insect ecology because students can learn about a butterfly's life cycle and become familiar with its habitual behavior by breeding and observation activities. However, it requires professional construction and maintenance for sustainable development, so very few schools can afford to own a butterfly garden. In this study, the augmented reality and mobile learning technologies have been used to develop a virtual butterfly ecological system by combining with campus host plants and virtual breeding activities. Students can use smart phones or tablet PCs to breed virtual butterflies on host plants and observe their life cycles at different growing stages. Using the available space in campus, a virtual butterfly garden can also be created as a greenhouse where students are able to observe different species of butterflies using the tracking telescope and catch a butterfly to obtain its information by touch-screen control. The virtual butterfly ecological system can increase the learning motivation and interest of students through virtual breeding and observation activities, so it is a suitable assistant tool for science education. A teaching experiment has been conducted to investigate students' learning effectiveness and attitudes after using the system, and the results show that using the virtual butterfly ecological system can improve their learning effectively.

Aspects of mobile technology application in distance learning

The purpose of this paper is to describe the use of mobile technologies in distance learning for further design and create a mobile software module for distance learning system (LMS) “Kherson Virtual University”. Tasks assigned when creating mobile subsystem to simulate the learning process for the use of mobile applications. System design based on the model, a database of mobile application, mobile application class structure, the format of data transfer between client and server to implement a web service as an add-on server to access the mobile application to the API server. Implement a mobile-based application system Android. The object of study is a mobile application for educational purposes. The subject of the study is a mobile application that is running an operating system (OS) Android system for LMS “Kherson Virtual University”. The paper presents the research methods: analysis of existing systems, analysis of didactic and technical requirements, modeling, design, development, mobile application architecture. The result of the study is to design the architecture of mobile applications, databases, and mobile application server, the structure of the server API, architecture classes of web service design data format.

Mobile Learning: A Systematic Review

ABSTRACT In the recent years, exploring the use of mobile technology to support learning is the key challenge for educators and instructional designers. However, there is little literature that examines the dimensions of mobile learning domain for both the researchers and instructional designers, and focuses on the effective use of the latest mobile learning technologies for education. This study takes a systematic approach to review the literature and provides a more comprehensive analysis and synthesis of articles from the year 2003 to year 2014. Findings in this study reveal that most highly-cited articles are found to focus on the evaluations of mobile learning systems and their design. Experimental methods are found to be the primary research methods for the evaluation of m-learning systems. PDAs, handhelds are currently the most widely used devices for mobile learning but these are expected to be replaced by emerging technologies. The results of this study may provide comprehension for researchers and educators into research trends in mobile learning.

SECURITY ASPECTS OF CLOUD-BASED MOBILE LEARNING

The paper attempts to outline the security issues in the development and application of cloud-based mobile learning. A brief definition of the mobile learning, its components and related technologies and devices is given. The specific characteristics of social media, big data and cloud computing are summarized in relation with their integration in the mobile learning and its transformation to a cloud-based environment. The main security threats to this type of learning are pointed out and some recommendations for providing security learning are given are given.

Perception of Undergraduates on the Adoption of Mobile Technologies for Learning in Selected Universities in Kwara state, Nigeria

This study investigated the perception of undergraduates on the adoption of mobile technologies for learning. The respondents included 182 randomly selected undergraduates from three universities in Kwara State. The data collected through a researcher-designed questionnaire were analyzed using percentages, means, standard deviation and the t-test statistics. The results revealed among others that no significant difference existed in the undergraduates’ perception on the adoption of mobile technologies for learning based on gender. It was recommended that stakeholders in the education sector should encourage undergraduates by procuring, providing or subsidizing mobile technologies that can be adopted for learning.

Development and testing of a m-learning system for the professional development of academics through design-based action research

<p>In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a m-learning system called “Mobile Academic Research Support” (MARS) was designed as a solution to the problem, and the IOS mobile application for this design was developed. In the third phase of the study, the MARS application was regularly tested and evaluated by the academics over eight weeks. At the end of the research process, the results were reflected upon. It was found that the primary and important professional development needs of the academics were at the scientific research level. It was also observed that the m-learning system developed for the professional development of the academics regarding scientific research was appropriate to the overall purpose, accessible, adaptable and appealing; that it served both as a m-learning and as an academic support system; that its content was satisfactory; and that the tools used in the system were useful. In addition, it was observed that the academics were able to use mobile technologies for learning. Also, it was stated that such a system could provide positive contributions to the professional development of academics. </p>

Mobile learning technologies for 21st-century educators: opportunities and challenges in the UAE

Within the past two decades, the surge of technological advances has permeated society in many different forms. The advent of social media and the explosion of the World Wide Web into a user-friendly platform have been the foundation as well as the precursor to advances in mobile learning and communication technologies. Mobile learning technologies have evolved out of these advances, resulting in becoming an important topic for discussion in all levels of education. Schools, universities and institutions are moving towards mobile learning in classrooms as a way to take advantage of a new wave of electronic devices that offer portability for users. Tablets, iPads, e-notebooks and smartphones are increasingly becoming the tools of choice for today's educators and learners. The purpose of this study is to explore the current trends, opportunities and skills needed, as well as the impacts that mobile learning has on educators and learners in higher education institutions in the United Arab Emirates UAE.

Podcasting as a Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

Reading, Writing and AAC: Mobile Technology Strategies for Literacy and Language Development

Mobile technology (e.g., tablets, smartphones) continues to take public school and overall therapeutic environments by storm. The merging of mobile technology and augmentative and alternative communication (AAC) can be a relatively low-cost solution for individuals with communication impairments. Still, practitioners need to be equipped to make informed decisions about when, how, and why specific mobile technologies and related applications might support a child's language, literacy, and academic skills, possibly in conjunction with AAC. Language and literacy development are a critical aspect of a speech-language pathologist's scope of practice (American Speech-Language-Hearing Association, 2007). Therefore, when considering mobile technologies for learning, the practitioner needs to consider the interplay between reading, writing, and communication. For children with complex communication profiles, speech-language pathologists can use mobile technologies as a powerful means to foster communication, language, and literacy skills.

Use of mobile learning technology among final year medical students in Kenya.

IntroductionMobile phone penetration has increased exponentially over the last decade as has its application in nearly all spheres of life including health and medical education. This study aimed at assessing the use of mobile learning technology and its challenges among final year undergraduate students in the College of Health sciences, University of Nairobi.MethodsThis was a cross-sectional descriptive study conducted among final year undergraduate students at the University of Nairobi, College of Health Sciences. Self-administered, anonymous questionnaires were issued to all final year students in their lecture rooms after obtaining informed consent. Data on demographics, mobile device ownership and mobile learning technology use and its challenges was collected. Data entry and analysis was done using SPSS®. Chi-square and t-test were used for bivariate analysis.ResultsWe had 292 respondents; 62% were medical students, 16% were nursing students, 13% were pharmacy students and 9% were dental surgery students. The majority were female (59%) and the average age was 24 years. Eighty eight percent (88%) of the respondents owned a smart device and nearly all of them used it for learning. 64% of the respondents used medical mobile applications. The main challenges were lack of a smart device, lack of technical know-how in accessing or using apps, sub-optimal internet access, cost of acquiring apps and limited device memory.ConclusionMobile learning is increasingly popular among medical students and should be leveraged in promoting access and quality of medical education.

Modelling mobile learning policy in computing education for developing countries in Africa: a backward mapping approach

The fast penetration of mobile technologies around the world has engaged stakeholders in education as to how to mainstream mobile learning into the teaching pedagogy to support ubiquitous learning. However, many countries are yet to develop mobile learning educational policy to guide the use of mobile technologies in teaching and learning. The main aim of this paper is to provide empirical evidence for modelling mobile learning policy in computing education for pre-tertiary schools in developing countries of Africa. This paper adopts both systematic reviews of scientific journals and backwards mapping in appropriating the model for the mobile learning educational policy. The study reveals that government, ministry of education, school administration, teacher education, teachers, parents, students, infrastructure, e-learning centre, telecommunication providers and other non-governmental organisations are main actors in mobile learning policy. Relatedly, there are 51 attributes and 16 interactions to ensure smooth implementation of mobile learning educational policy for developing countries.

Leveraging autonomous pedagogical space for technology-transformed learning: a Singapore's perspective to sustaining educational reform within, across and beyond schools

This paper discusses the dialectical relationship between bottom-up and top-down forces coalescing around the three elements of socio-technical landscape, socio-technical regimes and niche innovations. By studying this intricate connection, we hope to distil how regime-level actors such as policy-makers can influence learning through the introduction of various national policies and how technology-transformed learning that emerged from innovative niches might have the potential to affect the socio-technical patchwork of regimes and change the socio-technical landscape. Through a case study of an ICT prototype school in Singapore, we hope to demystify how the climate of increasing school autonomy can afford schools with common meta-language and pedagogical spaces to both tinker and sustain the use of mobile technologies for teaching and learning. The conditions underpinning this multi-level sustainability are unpacked and recommendations made so that typical schools can also experience the opportunities for transformation through spillover effects emanating from networked niches.