Teaching Device Research Articles

Stories of a Healing Way: A Navajo Woman’s Media Production for Cultural Representation and Identification

AbstractLittle research has been conducted on the multimodal writing of contemporary Native American women that would refute stereotypical and outdated notions of Indigenous peoples as a dying population. This case study was undertaken to address that gap in the extant research by examining the writing practices of a young Native American woman to determine why and how she composed and participated in participatory media of personal zines and social media to represent her gender and cultural identities. The inquiry was conducted from multiple perspectives of literacy as a social and semiotic practice, the new literacies, tribal critical race theory, and Indigenous feminist theory. Data were triangulated by observations, formal and informal interviews, questionnaires, screenshots, and the participant’s video recordings of her storytelling. I analyzed these data by thematic and semiotic analyses. Findings demonstrated how she crafted comic strip stories and do‐it‐yourself media to create, teach, and preserve Navajo customs and language as a living culture through story lines, settings, illustrations, genre, and teaching devices in her zines. Descriptions are provided of how Navajo women were positioned as strong and independent participants in traditional and contemporary life. Results revealed the ways in which a Navajo woman engaged in practices of the new literacies for resistance against gender and cultural oppression and colonization. Implications are drawn for positioning Native American women within contemporary culture and for culturally responsive literacy education.

Feasibility analysis of letting multi-channel surround sound system into college singing class

The multi-channel surround system used for multimedia teaching can bring more powerful auditory effects to the audience, and can fully mobilize students’ interest and enthusiasm in learning. Such as music arrangement, Yunnan musical instruments, the sound characteristics of national music and national musical instruments, and the sound processing knowledge of music processing. You can quickly master basic music arrangement, the sound characteristics of musical instruments, and the knowledge of mixing and processing music. Achieve better teaching results. Most multimedia devices on the market, with the music and sound effects, a high compression mono or stereo transmission. This mono or stereo transmission with a high compression ratio is very low quality. Since audio is far less powerful than visual impact, and the capacity of the disc used to store audio is small, people tend to focus on visual information processing, but ignore the importance of audio. Multi-channel surround sound technology has received more and more attention in the teaching practice of film and television colleges, but it is also affected by various factors such as venue facilities. This has caused bottlenecks in teaching in this field and has greatly affected the teaching effect. This paper designs and constructs a mobile multi-channel surround sound teaching system from a practical perspective. As part of a multimedia teaching device, try to use the best digital surround sound system for today’s audio reproduction. The feasibility of entering the digital surround sound system into the multimedia teaching classroom is analyzed. Better promote students’ correct understanding of audio and use modern high-tech digital technology to spread real art.

Students’ perceptions on social media teaching tools in higher education settings

Young people use social networks extensively in their daily lives, and using social media is, without doubt, the media practice they do the most. Therefore, there are increasing efforts to include students’ use of social media outside the classroom into university learning practices. However, there is still very little innovative application of mobile technology and its social networks in Spanish universities. In this article we explore Spanish university students’ perceptions of the use of social networks for educational purposes in the classroom. We found students to have an ambivalent perception as they are both critical and approving of using mobile devices in university teaching. We present data from the research project “Media competencies of citizens in emerging digital media in university environments” funded by the Ministry of Economy and Competitiveness of Spain. The study is based on 897 questionnaires given to Spanish university students studying various degrees, as well as four focus groups held in Seville, Madrid, Huelva and Barcelona during the 2017-2018 academic year. The data show that there is little use of social networks for educational and creative purposes in Spanish universities, and formal practices (organized by the teacher) are very different from informal practices (organized spontaneously by students). The latter is the most common among university students and WhatsApp is the most used internal tool, followed far behind by Facebook and Instagram. Students appreciate the direct and immediate communication of these networks, but are concerned about their distracting influence in the classroom and the possibility that teachers could invade their privacy.

The effect of adobe connect virtual classrooms on medical students' technical vocabulary learning: Achievements and challenges

Aims: With advances in computer technology, the recent decade has witnessed a growth in resources and an increase in the availability of devices for language learning and teaching. This study aimed at investigating the effect of Adobe Connect virtual classrooms on technical vocabulary learning of students of medicine as well as to explore their attitudes toward Adobe Connect virtual classrooms. Materials and Methods: This quasi-experimental study was performed on 60 EFL students of medicine studying at Kashan University of Medical Sciences, Kashan, Iran. To ensure the participants' homogeneity in terms of language proficiency, the Oxford Quick Placement Test was used. The participants were randomly divided into two groups (n = 30): conventional teacher-centered and Adobe Connect virtual groups. Data were collected using pre- and post-tests of technical medical vocabularies to evaluate vocabulary knowledge and a five-point Likert scale to evaluate the students' attitudes toward Adobe Connect virtual classrooms. Data were analyzed using an independent t-test and a paired t-test by SPSS version 22. Results: The results revealed no significant difference in the mean scores of the vocabulary test between the conventional teacher-centered and Adobe Connect virtual groups before training (P = 0.757); however, the mean vocabulary scores after training in the Adobe Connect virtual group was significantly higher than the conventional group (P

Inaugural Message from the Editors-in-Chief

Educational Innovations and Emerging Technologies (EIET) is a scientific and technological journal of the International Institute of Knowledge Innovation and Invention, Singapore (IIKII). In the digital age, EIET covers the design, the building, the usages and the evaluation of cognitive technologies that favor the process of inquiry-based learning, knowledge and know-how acquisition, deep understanding and explainability as well as critical thinking through the use of adapted devices for collaborative teaching, learning and assessment. 1. Mission Statement Educational Innovations and Emerging Technologies is a peer-reviewed, scholarly, international open-access journal. EIET publishes works that have the scope to substantively address current education trends, challenges, and developments in educational technology likely to impact learning, teaching, and creative inquiry. The journal aims to highlight research that can leverage emerging technological innovations in the service of educational development to contribute to ongoing and constantly evolving discussions regarding the purposes of education at the policy and practitioner levels. 2. History Historically, teaching and learning have involved various cycles of direct, indirect, and group-based instruction. Students and teachers were co-located, and inquiry-based learning, when it did occur, was conducted via (and often limited by the availability of) physical tools and kits. Then, in the late 20th and early 21st centuries, research lines in the cognitive, educational, and learning sciences resulted in a gradual restructuring of classrooms, learning, and teaching processes. Ever-evolving technological innovations and scaffolds were proposed along the way, some providing supports for collaborative learning and assessment, and others helping to assist neurologically, and physically diverse students learn to the best of their abilities. While some targeted interventions showed promise, many failed to achieve their promised impacts. And then, the world changed, and educational processes were forced to change with it. Almost overnight, centuries-old modalities have been rendered obsolete. Instruction is often fully remote or conducted over a combination of in-person and remote (hybrid) days. Teachers, students, and parents at all primary, secondary, and post-secondary education levels have had to rapidly master a dizzying combination of hardware and software to support learning. As the world faces the pandemic of Covid-19, educational processes will remain disrupted and face new long-term challenges. 3. Value Statement Now, more than ever, rigorous research on innovations and emerging technologies are needed in order to identify educational tools and practices to support student learning in this shifting landscape. To expand this critically important literature, Educational Innovations and Emerging Technologies publishes across all relevant fields of research that contribute to the understanding of the use of innovative technology in the service of education, including but not restricted to: (1) Big data in educational learning analytics (2) Digital and virtual learning environments and spaces (3) Artificial Intelligence (AI) in educational applications (4) Educational Extended Reality (XR) (5) Digital literacy and learning (6) Pedagogical uses of digital technology (7) STEM education and curriculum development (8) Cognitive technologies (9) Educational technologies (10) ICT in education (11) E-learning (12) Innovative testing and evaluation (13) Technology use in pre/in-service teacher education (14) Adult education (15) Distance and online education (16) Emerging technologies in education (17) Other fields about emerging technologies in education

English Listening Teaching Device and Method Based on Virtual Reality Technology under Wireless Sensor Network Environment

This paper presents an in‐depth study and analysis of the design and implementation of English listening instruction using wireless sensing microprocessors combined with the technology of virtual environments. Inaccurate speech hinders smooth communication and restricts the development of various skills in foreign language learning. To learn English well, mastering phonetics is a crucial first step. Especially for learners in junior and senior high schools, phonics teaching is considered an essential part. In the face of the new standards which put higher demands on phonetic intonation, the traditional methods of teaching phonetics have little effect on improving phonetics and are even somewhat overwhelming. Therefore, increased researchers are trying to find effective phonics teaching methods to improve the current problems in high school phonics teaching. Important definitions of virtual reality, augmented reality, and teaching resources are collected and organized, typical applications of augmented reality in education at the present stage are summarized, important events in the development of augmented reality are reviewed, key technologies of augmented reality are briefly described, hardware and software resources required to realize the effect of augmented reality are introduced, and pedagogical theories underlying the study of augmented reality in English teaching resources are discussed. The results of the student walk‐through quizzes are analyzed using SPSS with independent sample t‐tests, and the distribution of the number of scores is statistically analyzed in the form of graphs, and interviews with students and teachers are used to gain a deeper understanding of the effectiveness of the resource in teaching practice. The value of the application of the augmented reality primary school English teaching resource is explored.

Analysis of Measurement Accuracy of Multi-Objective Normalization Algorithm Under Different Reference Systems

Aiming at the problem that the base coordinate system of industrial robot is not unified with the center coordinate system of tool, and it is impossible to input the action position in the robot teaching device, this paper adopts ROMER HEXAGON METROLOGY 7530SE three-coordinate measuring instrument as the robot measuring equipment and proposes a multi-objective normalization algorithm. In this paper, the reliability of the multi-objective normalization algorithm is verified by the experiment, and the measurement accuracy difference of the multi-objective normalization algorithm under different reference systems is studied. The results have shown that the accuracy of the system reaches 0.8 mm and the root mean square (RMS) value is maintained at 0.3-0.7 mm when the engine is taken as the reference coordinate system within the robot's 0-50mm motion stroke. When the body-in-white is used as the reference coordinate system, the accuracy of the system can reach 2.2 mm, the RMS value can be maintained at 1.0-1.8mm. The reasons for good accuracy and stability of the measurement system established with the engine as the reference coordinate are analyzed. The multi-objective normalization algorithm proposed in this paper has high engineering universality, and the accuracy analysis of the algorithm under different reference system has guiding significance for the selection of reference coordinate system of measurement system.

Study on Hybrid Position/Force Teaching and Control Method for 6 DoF Manipulator Utilizing f-PAWTED

In this study, a parallel wire-type teaching device with a force sensor and a hybrid position/force teaching and control method are developed to facilely teach robot manipulators using human hands instead of teaching pendants. A direct teaching method based on a hybrid position/force control is proposed to teach robots the desired position and force trajectories. The effectiveness of the developed device and method in teaching the robot manipulator is confirmed experimentally.

Digital Inequity Survey to the Teachers of St. Aloysius Academy of Dasmariñas: A Basis for Digital Trust and Intuition

In the field of education, teachers must be technologically abreast especially in time of the COVID-19 Pandemic addressing the demand of the New Normal. To build confidence and capacity in digital teaching-learning, teachers must consider developing their skills in using digital technologies in education and they must also embed the use of digital devices in the teaching-learning practice. In this premise, this research article explains the digital inequality that the teachers are experiencing and its effect on their teaching profession and on establishing among themselves the digital trust and intuition. This study also aimed to answer, “What are the digital equalities do teachers encounter?” Th teachers’ decision for digital trust and intuition is affected by the digital inequalities they are experiencing. This study draws insights from a one-page survey questionnaire to 20 selected teachers of St. Aloysius Academy of Dasmariñas representing the faculty from the 3 departments such as preschool, grade school and high school. The results of this study indicate that teachers of St. Aloysius Academy of Dasmariñas are digitally inclined as manifested by their subscriptions to various digital devices and services. The impact of the digital technology to them in terms of social, economic, political and cultural affects their decision in digital trust and intuition. Overcoming issues on digital inequality among teachers will lead to digital trust and intuition. The school, from where the teachers are employed must address the digital inequality by ensuring that all teachers have equal chances in accessing the technology-based teaching devices and by providing them capacity building trainings which are imperative for the demand of the new normal. Teachers must embrace the digital technology in the community and in their workplace and imbibe the digital trust and intuition in education.

Preservıce Teachers’ Opinions on the Use of Technology in Education

Educational technologies have become more important especially in the recent years. The use of technology to facilitate learning has increased over the past decade, but relevant problems in education are still on the agenda. The aim of this study is to determine the opinions of preservice teachers about using technological tools in education. Qualitative method was used in the study. The study was applied to the 32 senior students studying at the classroom teaching department of a university in Kazakhstan. Data were collected with interviews. The interview questions were prepared to get the opinions of preservice teachers studying in the classroom teaching department regarding the use of technology in educational technology, and the questions were applied by giving the final shape by the experts in their fields. According to the results, preservice teachers feel insufficient to use the internet and computer for teaching purposes. However, they stated that they are sufficient in using computers and internet search engines, they can prepare simple materials for teaching purposes and they can not prepare multi-purpose teaching devices. This difference can be overcome with individual research and project assignments that require preservice teachers to use technology for teaching purposes.

Teaching syntax and punctuation in French L1: How the notion of sentence was operationalized in innovative didactic devices

The notion of sentence may seem clear to many, but in French L1 writing, students at the end of elementary school or at the beginning of secondary school experience some difficulties in punctuation, and their sentences often lack syntactic complexity. These areas of writing production are particularly important for students to gain control over sentence construction. During the first phase of a research project, we developed new teaching devices to address this problem through collaborative work with teachers and teacher consultants, which led to the creation of a sequence for students aged 10 to 14. In this paper, we will first explain why the no-tions of phrase syntaxique (literally ‘syntactic sentence') and phrase graphique (literally ‘graphic sentence') were chosen as key grammar concepts to talk about and justify syntactic and punctu-ation phenomena in French L1 writing. We will then demonstrate how these two notions were introduced to students in the sequence, through a first teaching device, and how they were mobilised to support whole-group metalinguistic discussions within two other teaching devices, which focused on punctuation and syntax.

MOBILE LEARNING AS A COMPONENT OF THE FOREIGN LANGUAGE LEARNING PROCESS FOR SENIOR SCHOOL STUDENTS

The article deals with the directions of using mobile education in modern educational system. It is noted that the use of "mobile-learning" will create more natural conditions for learning and optimizing the process of language training of high school students. Mobile learning is closely linked to e-learning and distance learning, the difference between which is the use of mobile devices, and in which students anywhere and at any time can develop and improve skills and abilities to speak a foreign language (based on the means of synchronous and asynchronous communication), to form socio- cultural and intercultural competencies in order to use a foreign language as a means of communication in the social sphere. The work defines the term "mobile learning", its methodological foundations and the guiding principles for constructing a learning process, based on the usage of mobile devices. The analysis of the articles which are related to the use of mobile devices in teaching and their didactic functions is carried out. The advantages and disadvantages of this type of training, possibilities and features of introduction of mobile education in general educational schools are analyzed. The methodical potential of mobile technologies is considered and it is noted that if properly used, they can be didactic means, which helps to learn more foreign language more quickly and qualitatively, in comparison with traditional means. The main possibilities of using mobile gadgets in teaching activity during visualization of a demonstration material, questioning, testing, and also during distance learning are considered. The systematic use of mobile devices is indicated in order to increase the efficiency of the educational process. The necessity of combining the usage of mobile devices with traditional methods of training is substantiated. Prospects for the study of this topic in the future are described.It is concluded that the introduction of mobile learning contributes to the implementation of personality-oriented foreign language learning, improving research skills of students, as well as the development of teamwork and cooperation skills, which will contribute to the formation of foreign language communicative competence of students.

Factors Influencing K-12 Teachers’ Intention to Adopt Mobile Devices in Teaching

Based on an extensive literature review, in this study we proposed a model of influencing factors that affect teachers’ intention to adopt mobile devices in teaching. An online survey questionnaire was developed to investigate K-12 teachers’ intention to adopt mobile devices in teaching and the influencing factors of that intention. Partial least squares (PLS) was employed to validate the proposed model and hypotheses using data collected from 132 primary and secondary school teachers. Results showed that teachers’ attitude and technology beliefs, and their self-efficacy regarding mobile-based teaching had significant positive impacts on their intention to adopt mobile devices in teaching. Meanwhile, teachers’ mobile device skills and mobile-based pedagogical knowledge strongly influenced their self-efficacy of mobile device-based teaching. Finally, the subject culture clash had a significant negative influence on teachers’ attitudes, technology beliefs, and self-efficacy toward mobile-based teaching. Based on these findings, we put forward a number of suggestions to promote teaching using mobile devices.

PENGGUNAAN KURIKULUM 2013 PEMBELAJARAN SENI BUDAYA (MUSIK) DI SMP NEGERI 10 KERINCI PROVINSI JAMBI

This research aims to describe the implementation of the 2013 curriculum on Music Art learning in the 10 Kerinci Junior high school, including soft-skill and hard-skill learning. The study uses theories related to the 2013 curriculum. The type of research used is qualitative research with descriptive methods of analysis. The object of this study was the study of musical art in class VIII SMP Negeri 10 kerinches on the Semetereven school year 2019/2020. Research instruments are self-research, namely in AIDS with the instruments of notebooks and observations with the technique of collecting observation data, interviews and library studies. The results showed that the teachers were able to music art of junior high School 10 Kerinci has been able to spread the concept of soft-skills and hard-skills well in the learning of music art in class VIII. As a BETUK application of the 2013 curriculum that succeeded characters, but does not overlook the purpose of learning knowledge and skills. Based on the results of the study, explained that whether or not the use of the curriculum 2013 and accompanying teaching devices, depends on the teacher's personal, especially in good faith and its codifying in explaining a curriculum. The 2013 curriculum which is based on soft-skill and hard-skill, will be successful or not, not because the curriculum are less precise or great, to the extent that the teacher understands with the intent of the 2013 curriculum that is involved in learning in the classroom.Keywords: use, curriculum 2013, Art culture (music)

PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS PROBLEM BASED LEARNING DAN BERORIENTASI KEMAMPUAN METAKOGNITIF

Problem-based learning (PBL) in biology has been considered as one of the innovative contextual teaching designs, since students learn biology from problems (cases) of real life and it potentially encourage students’ metacognition. This research was aimed at developing biology teaching devices, grounded in problem-based learning approaches and metacognition habits, and identifying their effect on students’ learning achievement and metacognition. The large field testing was implemented on 33 students, using pre-experimental design group single pre-test – post test design. Experimental data was analysed quantitatively. The findings showed that (1) there was a significant effect of the use of the innovative lesson devices on student learning achievement and metacognition which is measured using questionnaire metacognitive (MAI). Metacognition scores were more likely to be improved, before and after treatment (0.36 middle). High metecognition scores were on planning aspects (0.42 middle) and the lowest score of metecognition was on executing aspects (0,29); (2) learning achievement was also improved, before and after treatment. N-gain score was 0.52 (middle). The total contribution of the lesson design on learning achievement and metacognition was classfied ‘highly effective’. Biology teachers could use the product to improve the quality of their teaching learning processes

SimLife model: introducing a new teaching device in endocrine surgery simulation

To evaluate the validity and reliability of an innovative training model for endocrine surgical procedures. A simulator training model for endocrine procedures (SimLife) was developed at an academic center. The model consisted of a realistic operating environment with a coherent simulated patient dynamized by pulsatile vascularization with simulated blood warmed to 37 °C, and ventilation. Training sessions were designed for adrenal and thyroid surgery, as well as neck dissection. The primary outcome of interest was to evaluate learners’ performance and satisfaction. Learners’ performance was evaluated based on a scoring scale that followed the Downing method for the assessment of competency. While learners’ satisfaction was evaluated using a Likert scale of 1 to 10 on four items (ease of learning, anatomic correspondence of landmarks, realism, and overall satisfaction). Participants were engaged in 32 training sessions. These included 24 adrenalectomies (conventional and laparoscopic both transabdominal and posterior), and 4 thyroid lobectomies with concomitant functional lateral compartment neck dissection. competency scores were procedure-specific addressing specific core components of a given procedure. Learners’ performance scored above average in all procedures evaluated. Satisfaction scores for the specified four items ranged between 8.43 (SD 0.87) and 8.89 (SD 0.96). No major events were reported for the adrenalectomies, while only one jugular vein injury occurred during neck dissection. SimLife is a hyper-realistic training model that allows for satisfactory acquisition of skills and the evaluation of performance progression. It has the potential to become a cornerstone in specialized surgical training.Electronic supplementary materialThe online version of this article (10.1007/s13304-020-00871-x) contains supplementary material, which is available to authorized users.

Thinking Together: Lecturing, Learning, and Difference in the Long Nineteenth Century

Remapping the historical terrain of popular learning in the U.S., Angela G. Ray and Paul Stob’s edited collection Thinking Together guides readers to attend more sensitively to the social complexity and diversity of platform culture during the long nineteenth century. In this volume, platform culture names the then-available modes of public performance and lecture, which supplied a variety of vehicles for “thinking together” – the editors’ term for “people assembling to pursue knowledge and to forge collective understanding” (Ray and Stob 2018, 1). Readers of this text will encounter the “platform” as a protean space for rhetorically (re)configuring identity and community, especially along the axes of religion, race, class, gender, and nationality. In this respect, the collection is notable for convening chapters that recover the narratives of minoritized rhetors, offering a richer historical portrait of “how people living on the margins of society managed to think together despite the many obstacles they faced” (2).Collectively and kaleidoscopically, the chapters of Thinking Together revise the record of how public rhetoric provided for popular learning during the period, both along and against the grain of social difference. For this reason, the collection would make a worthy addition to the bookshelves of specialists in U.S. rhetorical history and culture – but might be an even better addition to introductory syllabi in rhetorical historiography, offering an accessible survey of platform culture’s diverse manifestations. I particularly recommend this collection to readers seeking to place histories of popular learning in closer conversation with histories of social hierarchy and exclusion. Contributions made by Tom F. Wright (chapter 3) and Kirt H. Wilson and Kaitlyn G. Patia (chapter 4), for instance, examine the complex roles platform rhetorics played in resisting or re-inscribing nineteenth-century race science. To be sure, Thinking Together’s account of social diversity and stratification is partial, leaving much underexamined – including where disability and queer cultures are concerned. Yet this partiality doubles as an invitation for future work and can, in the classroom, be leveraged as a teaching device: “Who is missing? What would recovering them mean and require?”Perhaps surprisingly, this collection also has much to offer scholars of (social) media history and rhetoric. With its focus on the nineteenth century, Thinking Together’s explicit engagements with digital rhetorics and environments are understandably infrequent. Yet in excavating past media ecologies that supported “thinking together,” the collection could be considered a sort of rhetorical prehistory for present day social media, positioning readers to ponder continuities between nineteenth-century platform cultures and twenty-first-century social media platforms. Throughout, Thinking Together highlights how oral performances came to be remediated and recirculated in print, serving as sites for public commentary and community-building. Readers seeking to engage in (social) media archeology will be particularly pleased to find the U.S. lyceum reimagined by Ronald J. Zboray and Mary Saracino Zboray (chapter 2) as a virtual (“portable”) social environment and cultural form, recreated and reenacted in a diversity of spaces, including Civil War prisoner of war camps.Thinking Together does not promise a unified, definitive treatment of the nineteenth-century platform. Instead, it delivers something more important: This polyvocal text stresses the plurality and potency of the long nineteenth century’s popular learning ecologies, and it insists that there remains much to be learned about (and from) the period and its platform cultures. This collection represents one multidisciplinary model for thinking together about this past – and issues a call for future scholars to join this work.

Path restriction and speed regulation via force feedback-type welding teaching device using magnetorheological brakes

Welding is one of the forms of nonautomated, heavy labor used in the shipbuilding industry. In the shipbuilding process, the hull is first welded by an industrial automatic welding machine, then irregular welded part correction and welding in narrow places that machines cannot reach are performed by welding workers. Welding operators are required to weld indeterminate objects in narrow working spaces. In addition, it is difficult to perform high-quality welding because the ability to accurately trace a welding line at a constant speed requires a long training period. In this research, a welding training device that assists trainees in skill acquisition was developed. The proposed device, which comprises two magnetorheological (MR) brakes, renders a welding path and restricts welding speed. The MR brakes have a response speed comparable to that of powder brakes, have a high output-to-weight ratio, and are also considered to be suitable for use in welding training devices. A prototype and control strategy were developed, and the performance of the device in actual welding work was evaluated. Results shows that path rendering strategy is possible to present routes with an accuracy of 1 mm or better and speed control strategy can regulate the speed required for welding.

Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?

ABSTRACT This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.

Prevalence and Evaluation of the Use of Electronic Devices in Teaching and Leisure Activities of Pupils 7-8 Classes

In 2017, the Moscow Electronic School project was launched, and in 2018 the Government of the Russian Federation decided to launch a new priority project “Digital school”...