University Students' Perceptions of Personal Mobile Devices in the Classroom and Policies

2017 ◽  
pp. 303-320 ◽  
Author(s):  
Ieda M. Santos ◽  
Otávio Bocheco
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Quantitative Data ◽  
Education Institution ◽  
Study Data ◽  
Future Research ◽  
Technology In The Classroom ◽  
Inappropriate Use ◽  
Personal Mobile Devices ◽  
Recommendations For Practice

This chapter discussed the results of a study that explored students' perceptions of personal mobile devices in the classroom and suggestions for policies. Thirty-four students enrolled in two undergraduate courses taught at a Brazilian higher education institution took part in the study. Data collection consisted of a survey and focus group interview. Quantitative data suggested an overall tendency to rare use of the devices for content and non-content activities. Qualitative results, however, showed that students may have used more often their devices in class. The results discussed several policies recommended by the students ranging from allowing the devices for content and emergency to not using social media for off- task activities. The study suggested that inappropriate use of mobile technology in the classroom may be minimized if students participate in the development of policies, and instructors integrate the devices in class to promote engagement and interest among students. Recommendations for practice and future research are discussed.

University Students' Perceptions of Personal Mobile Devices in the Classroom and Policies

2020 ◽  
pp. 336-353
Author(s):  
Ieda M. Santos ◽  
Otávio Bocheco
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Quantitative Data ◽  
Education Institution ◽  
Study Data ◽  
Future Research ◽  
Technology In The Classroom ◽  
Inappropriate Use ◽  
Personal Mobile Devices ◽  
Recommendations For Practice

This chapter discussed the results of a study that explored students' perceptions of personal mobile devices in the classroom and suggestions for policies. Thirty-four students enrolled in two undergraduate courses taught at a Brazilian higher education institution took part in the study. Data collection consisted of a survey and focus group interview. Quantitative data suggested an overall tendency to rare use of the devices for content and non-content activities. Qualitative results, however, showed that students may have used more often their devices in class. The results discussed several policies recommended by the students ranging from allowing the devices for content and emergency to not using social media for off- task activities. The study suggested that inappropriate use of mobile technology in the classroom may be minimized if students participate in the development of policies, and instructors integrate the devices in class to promote engagement and interest among students. Recommendations for practice and future research are discussed.

Harnessing Mobile Technology for Student Assessment

2015 ◽  
pp. 479-489 ◽  
Author(s):  
Jeffrey R. Stowell ◽  
Jordan Tanner ◽  
Erin Tomasino
Keyword(s):  
Student Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Focal Point ◽  
Student Assessment ◽  
Embryonic Stage ◽  
Future Research ◽  
Technology In The Classroom ◽  
Privacy Concerns ◽  
Assessment Of Student Learning

This article provides an overview of using mobile technology in the classroom to enhance assessment of student learning. Although research on mobile devices in education is still in the embryonic stage, students generally have positive views about using their mobile devices for classroom polling and backchannel communication. However, there are also several challenges including the increased opportunity to be distracted when using mobile devices for other purposes, cost of the technology, and privacy concerns. The information presented will serve as a focal point for future research regarding the use of mobile technology in the classroom, and may help teachers to find new ways to reach their students.

Mobile Technology and Student Learning

2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms

2018 ◽  
Vol 10 (1) ◽  
pp. 12-33 ◽  
Author(s):  
David De Jong ◽  
Trent Grundmeyer ◽  
Chad Anderson
Keyword(s):  
Comparative Study ◽  
Teacher Perceptions ◽  
Mobile Devices ◽  
Secondary Teachers ◽  
Mobile Technology ◽  
Mobile Device ◽  
Secondary Teacher ◽  
Technology In The Classroom ◽  
Survey Results ◽  
And Training

More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices in the classroom, but quite often educators do not understand the significance of this technology or agree with its purpose. The purpose of this study was to explore elementary and secondary teacher perceptions of mobile technology in the classroom. According to the survey results, elementary and secondary teachers feel positive about the uses and the importance of mobile technology in the classroom. These positive perceptions by teachers regardless of gender, age, and training indicate that schools should continue to allocate resources to purchase mobile devices for all students.

Cross Platform M-Learning for the Classroom of Tomorrow

2012 ◽  
pp. 2042-2059
Author(s):  
Daniel C. Doolan ◽  
Tracey J. Mehigan ◽  
Sabin Tabirca ◽  
Ian Pitt
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Mobile Technology ◽  
Subject Matter ◽  
Classroom Environment ◽  
Leisure Activities ◽  
Technology In The Classroom ◽  
Daily Lives ◽  
Cross Platform ◽  
Opening Up

Mobile devices are becoming more and more commonplace across all walks of life from the workplace to leisure activities and even the classroom. Many schools shun the use of devices such as mobile phones in the classroom environment, but this will have to change as they become a more integral part of our daily lives. The ever increasing capabilities of these devices allow for opening up on new application domains. The ubiquitous use of mobile technology in the classroom may provide new and interesting ways for students to interact with subject matter. This chapter discusses the use of cross platform Bluetooth enabled mobile devices within the classroom setting to allow students to interact with subject matter in a new and interactive way using the ICT resources that are ever present in our daily lives.

Mobile Technology and Student Learning

2014 ◽  
pp. 32-41
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

scholarly journals The Psychology of Mobile Technology and Daily Mobility

2021 ◽  
Author(s):  
Morgan Quinn Ross ◽  
Sandrine Müller ◽  
Joseph Bayer
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Media Use ◽  
Mobile Technologies ◽  
Future Research ◽  
Mobile Media ◽  
Interdisciplinary Work ◽  
Parallel Lines ◽  
Daily Mobility ◽  
Mobility Studies

In this chapter, we chart parallel lines of research on mobile technology and daily mobility. Specifically, we review how people engage with mobile technologies in-place and on-the-go, as well as their broader connection with their mobile devices. In each section, we review and link perspectives from psychology and mobility studies towards an integrative understanding of mobile media use. We then survey emerging mobile methodologies with potential for interdisciplinary work. To conclude, we collapse these boundaries – between being in-place and on-the-go, and mobile technology and daily mobility – to consider the trajectory of future research on the psychology of mobile technology.

Mobile-Assisted Language Learning From Language Instructors' Perspectives

2019 ◽  
pp. 60-87
Author(s):  
Brenda I. Lopez Ortiz ◽  
Mara J. Luna
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Language Skills ◽  
Geographic Location ◽  
Future Research ◽  
Mobile Assisted Language Learning ◽  
Personal Use ◽  
Research Questions ◽  
Listening And Speaking

This chapter explores instructor use of MALL in EFL/ESL classrooms. It begins with a discussion of instructor ownership as well as personal use of mobile technology. The chapter includes a discussion of overall perceptions and/or reported educational use and benefits and barriers (not tied to specific language skills.) The chapter goes on to describe how instructors use mobile devices while teaching reading, writing, listening, and speaking skills. This is followed by a brief discussion of mobile devices in situations that integrate all four skills. For each language skill, the authors also discuss perceived and/or reported benefits and barriers. Thereafter follows a discussion of trends in the focus of research questions, research methodologies, geographic location of studies, and a brief comparison in trends between earlier and later studies. The review ends with a conclusion that provides directions for future research and reminds the reader of the utility of this literature review.

scholarly journals Exploring the contradictions of mobility: a case study of BlackBerry users in Canada

2021 ◽  
Author(s):  
Catherine A. Middleton ◽  
Helana Scheepers ◽  
Wendy Cukier
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Future Research ◽  
It Impacts

Blackberries, mobile technology with limited functionality, have been adopted rapidly by users. Few studies about the Blackberry technology explore the apparent addiction that users have for this technology. Our study explores users’ perceptions about the device and how it impacts on their day to day life. The participants of the study consist of users currently using Blackberry devices and users that chose to return their Blackberries after a short use period. The study highlights the apparent contradictions inherent in working in an environment with anytime anywhere connectivity. The study highlights the need for future research in the changes that the use of mobile devices such Blackberries has on the day to day life of users.

Cross Platform M-Learning for the Classroom of Tomorrow

2010 ◽  
pp. 112-127
Author(s):  
Daniel C. Doolan ◽  
Tracey J. Mehigan ◽  
Sabin Tabirca ◽  
Ian Pitt
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Mobile Technology ◽  
Subject Matter ◽  
Classroom Environment ◽  
Leisure Activities ◽  
Technology In The Classroom ◽  
Daily Lives ◽  
Cross Platform ◽  
Opening Up

Mobile devices are becoming more and more commonplace across all walks of life from the workplace to leisure activities and even the classroom. Many schools shun the use of devices such as mobile phones in the classroom environment, but this will have to change as they become a more integral part of our daily lives. The ever increasing capabilities of these devices allow for opening up on new application domains. The ubiquitous use of mobile technology in the classroom may provide new and interesting ways for students to interact with subject matter. This chapter discusses the use of cross platform Bluetooth enabled mobile devices within the classroom setting to allow students to interact with subject matter in a new and interactive way using the ICT resources that are ever present in our daily lives.

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