scholarly journals ‘‘I don’t think I would be where I am right now’’. Pupil perspectives on using mobile devices for learning

2013 ◽  
Vol 21 ◽  
Author(s):  
Ros Walker
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
School Bullying ◽  
Learning Technology ◽  
The United Kingdom ◽  
Wide Range ◽  
The Common ◽  
Common Barriers ◽  
Pupil Voice

Are pupils in the United Kingdom using mobile devices to help their learning? If so, what are they using and why? This article is based on research carried out by questionnaire, observation and pupil interviews at two English academies. One of the academies provides mobile devices for the pupils, and the other bans the use of mobile devices. The extent to which pupils are using their mobile devices to help their learning and which features they find useful for their schoolwork were examined. Pupils were also asked about some of the common barriers to using a mobile device in school: bullying, cheating and disruption. Results show that pupils at both schools do use their mobile devices for learning, with significantly more use at the school which allows mobile devices. However, usage is also significant in the school which currently bans devices. Pupils use their mobile devices for a wide range of activities, and the way in which pupils use their devices raises important questions for schools considering the adoption of mobile technology for teaching and learning. This article argues that schools should be actively encouraging pupils to make use of mobile devices.Keywords: mobile learning; pupil voice; mobile phones; e-safety; pupil engagement(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 22116 - http://dx.doi.org/10.3402/rlt.v21i0.22116

scholarly journals Implementation for Quick Response Code

2019 ◽  
pp. 249-252
Author(s):  
K. Ravikumar ◽  
R. Geetha
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Qr Code ◽  
Quick Response ◽  
Qr Codes ◽  
Response Code ◽  
Quick Response Code ◽  
The People ◽  
Identity Card

Quick Response (QR) codes are versatile. a chunk of long trilingual text, a connected URL, an automatic SMS message, an identity card or simply regarding any data is embedded into the two-dimensional barcode. as well as moderate equipped mobile devices, QR Codes will connect the users to the data quickly and simply. The operations to retrieve or store QR codes are unbelievably easy and fast, and with mobile devices, build them the best academic tools for teaching and learning. QR codes are all over and most of the people have mobile phones equipped with QR code readers. though QR codes existed for over fifteen years, there arent such a lot of analysis applications during this space.

A Critical Analysis of the Use of Mobile Devices in the Classroom and Its Implication for Teaching and Learning

2018 ◽  
pp. 225-239
Author(s):  
Theodora Dame Adjin-Tettey ◽  
Vincentia Abui Akrobotu
Keyword(s):  
High School ◽  
Public Schools ◽  
Mobile Devices ◽  
Mobile Phones ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Academic Work ◽  
The Other ◽  
Ministry Of Education ◽  
Psychological Growth

The use of mobile devices, especially, by teens has been looked at with much apprehension and suspicion with some saying that it can be used to acquire information which can be detrimental to their social and psychological growth. Some teachers complain that it affects teens' studies as these teenagers stay up late in the night browsing, chatting, watching movies and playing games which cause them to sleep in class or pay little attention because of tiredness. In Ghana students in public schools up to Senior High School are not allowed to use personal mobile phones, laptops and other mobile gadgets in school because of implications such as those enumerated above. On the other hand, some, including those in prominent positions in government, have called for a rethink of such a directive by the Ministry of Education. This chapter critically looks into previous literature on the use of mobile devices in the classroom and suggests ways in which it can be effectively used to advance academic work in the classroom.

Podcasting as a Mobile Learning Technology

2015 ◽  
pp. 1064-1083
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
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.

scholarly journals A Cross-National Perspective on School Bullying in Northern Ireland: A Supplement to Smith, et al. (1999)

2003 ◽  
Vol 93 (1) ◽  
pp. 279-287 ◽  
Author(s):  
Conor McGuckin ◽  
Christopher Alan Lewis
Keyword(s):  
United Kingdom ◽  
Northern Ireland ◽  
Current Literature ◽  
School System ◽  
School Bullying ◽  
Religious History ◽  
The United Kingdom ◽  
Wide Range ◽  
National Perspective ◽  
Cross National

There is great value in exploring the prevalence of school bullying from a cross-national perspective. Smith, Morita, Junger-Tas, Olweus, Catalano, and Slee in 1999 presented a cross-national perspective on the nature, prevalence, and correlates of school bullying that encompassed a wide range of countries. However, Northern Ireland was not included, despite potentially being an important country to include, given its volatile social, ethnic, and religious history—leading to the concern that the population has become somewhat habituated to low level aggression. Thus, the present paper provides a review of the current literature on school bullying in the Northern Ireland school system. Evidence presented suggests that the incidence of school bullying in Northern Ireland may be higher than that in the rest of Ireland and the United Kingdom.

scholarly journals Riding the wave of BYOD: developing a framework for creative pedagogies

2014 ◽  
Vol 22 ◽  
Author(s):  
Thomas Cochrane ◽  
Laurent Antonczak ◽  
Helen Keegan ◽  
Vickel Narayan
Keyword(s):  
Communities Of Practice ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Educational Technology Research ◽  
Bring Your Own Device ◽  
Learning Technology ◽  
Infrastructure Development ◽  
Learning Collaborative ◽  
Theoretical Frameworks ◽  
Significant Difference

Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the approaching giant wave of the bring your own device (BYOD) movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices. A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD. In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD. This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects. Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus.Keywords: Mobile Learning; augmented reality; creative pedagogies; communities of practice; social media(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24637 - http://dx.doi.org/10.3402/rlt.v22.24637

scholarly journals How to Motivate Students to Study Online

2020 ◽  
Vol 1 (2) ◽  
pp. p105
Author(s):  
Julia Koifman
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
International Communication ◽  
Learning Technology ◽  
Distant Learning ◽  
Wide Range ◽  
Smart Boards

Covid-19 pandemic has caused an unprecedented change in education. All the schools in Israel and other countries had to find all the possible solutions to convert their teaching and learning to remote online options. According to the research, distant learning with the help of online boards is supposed to catch students’ attention and make them interested and motivated (Newton, 2020). You can do it with the help of such smart boards as Zoom, Miro, Wakelet, Socrative and others. They provide teachers and their students with a wide range of eye-catching materials, such as highlighted pieces of text, pictures, videos which enhance general understanding of the material and enlarge students’ passive and active vocabulary. Moreover, kids can create their materials themselves and share them with their classmates. Sometimes it is the only way to keep them motivated and to prevent them from leaving “boring online lessons”. It also has a great educational effect on those students who struggle while using traditional textbooks and misunderstand the tasks. Besides, online Learning Technology (LT) helps them to develop the skills of collaboration, negotiation and leadership which is especially important in international communication.

An Analysis of Mobile Learning in Education, Business, and Medicine

2011 ◽  
pp. 1-25 ◽  
Author(s):  
Dawn Stevens ◽  
Andrew Kitchenham
Keyword(s):  
United Kingdom ◽  
North America ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
The United Kingdom ◽  
Mixed Method Design ◽  
The World ◽  
Learning Projects ◽  
Education Business

This chapter examines m-learning within education, business, and medicine. Specifically, three types of mobile devices were examined within the three subcategories of m-learning: the mobile phone or smartphone, the iPod, and the PDA. A mixed method design was used to review 40 m-learning articles and to synthesize the literature to explore m-learning projects around the world. The literature revealed that m-learning was used in many parts of the world, and most in North America, within all three fields. There were also numerous projects in Europe, Asia, the United Kingdom, and in Oceania. Mobile phones, smartphones, iPods, and PDAs were used in all three fields.

Video Productions with Mobile Phones for Educational Purposes

2015 ◽  
pp. 1256-1272
Author(s):  
Nicolas A. Gromik
Keyword(s):  
Social Networking ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Video Recording ◽  
Video Production ◽  
Mobile Phone Technology ◽  
Video Sharing ◽  
Wide Range ◽  
Educational Potential

As mobile phone technology has evolved and features and hardware have been added and enhanced, users now have the opportunity to access their mobile devices anytime and anywhere for a wide range of purposes, from taking photos and recording or viewing audio and video files to editing and sharing these files privately or through social networking websites. This article reports on the use of mobile phones to produce videos for educational purposes. The connection between video production and mobile learning is presented first, followed by the benefits of using mobile phones for video production. This article closes by identifying some concerns and suggestions identified in the literature in order to establish a path for further research. With the increasing practice of video sharing for personal, work, or social networking purposes, it is likely that video production will receive further attention from researchers as they continue to assess the educational potential of the video recording feature available on mobile devices.

scholarly journals THE WONDERS OF MOBILE PHONE TECHNOLOGY IN TEACHING AND LEARNING ENGLISH

2017 ◽  
Vol 3 (1) ◽  
pp. 57
Author(s):  
Agelyia Murugan ◽  
George Teoh Boon Sai
Keyword(s):  
Mobile Phone ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Language Skills ◽  
Learning Technology ◽  
Mobile Learning Technology ◽  
Technology In Teaching ◽  
Mobile Phone Applications ◽  
Learning English

Using digital tools such as Mobile phones in learning environment is beneficial as the device which is capable to present learning content and provide a wireless two-ways communication between the educator and learners. A review of researches done in Malaysia shows that studies are still focusing on the readiness of the educators and learners in using mobile learning technology in teaching and learning. This paper advocates the use of mobile phones in teaching and learning English. Theories relating to mobile learning highlight the importance of control, context, and communication elements in mobile learning. These three elements are important in knowledge building and support the positive behavioural change of the learners. Apart from that, mobile phones enable the learners to strengthen their language skills as it promotes an environment that motivates the learners to be explorative. In order to meet the students� needs, there are many types of mobile phone applications that assist learning such as discussion forum, text-based activities, audio-based learning, and interactive game-based language learning. The paper significantly highlights the importance of mobile phones and mobile phone applications which allow language learners to learn and enrich their language anytime and anywhere because the learning process can happen while on the move. Keywords: mobile learning technology, mobile phone, English language skills

scholarly journals Mature Students Using Mobile Devices in Life and Learning

2011 ◽  
Vol 3 (1) ◽  
pp. 18-52 ◽  
Author(s):  
Agnes Kukulska-Hulme ◽  
John Pettit ◽  
Linda Bradley ◽  
Ana A. Carvalho ◽  
Anthony Herrington ◽  
...  
Keyword(s):  
Mobile Devices ◽  
Mobile Applications ◽  
Global Education ◽  
Mobile Technologies ◽  
Handheld Devices ◽  
The United Kingdom ◽  
Mature Students ◽  
Departments Of Education ◽  
The Common ◽  
Doctoral Programmes

The paper reports on research concerned with learners’ uses of mobile technologies based on an international survey that targeted students registered in selected master’s and doctoral programmes in Australia, Hong Kong, Portugal, Sweden, and the United Kingdom. The survey findings were enriched by local knowledge, as the authors administered questionnaires in their own countries. The research gives an account of uses of handheld devices by students from departments of education, educational technology, engineering, and information technology in the domains of learning, work, social interaction and entertainment. The paper illuminates learners’ choices in the midst of evolving social practices, and challenges the common preconception that mobile devices are not suitable for academic study. In today’s global education marketplace, educators must know the technology habits and expectations of their students, including those from other countries. Knowing about students’ previous practices and the techno-cultural setting they come from can help institutions determine what mobile applications are most appropriate to support learning.

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