scholarly journals BIOCHEMISTRYGUIDE: A GUIDE TO STUDY BIOCHEMISTRY IN THE PALM OF YOUR HAND

2015 ◽  
Vol 13 ◽  
pp. 7
Author(s):  
M. L.C. Zago ◽  
B. P. Ramborger ◽  
R. Rorhrs
Keyword(s):  
Teaching And Learning ◽  
Mobile Technologies ◽  
Easy Access ◽  
Educational Institutions ◽  
The Internet ◽  
Operational Systems ◽  
A Cell ◽  
Palm Of The Hand ◽  
Available Information ◽  
New Generation

The new generation has grown driven by the digital technologies. Nowadays, the access to information has extended to the mobile technologies, like cell phones and tablets, increasing the technological resources for use in education. Educational institutions are opening more and more space to technologies, which have a new teaching, and learning methodology. The internet is an inexhaustible source of knowledge. With so much available material, the student finds difficulties in choosing the best source to study. Develop a cell phone app that works as a biochemistry study guide, providing materials from safe source and easy access. The app was developed at the website "Factory of apps", for free, and available for all the operational systems (Android, IOS, windows), enabling the download in any device. Were inserted in it materials like: summaries of the main subjects dealt in the discipline with clear and objective language, scientific articles to complementary reading, video-classes and exercises. Offering fast and practical access to the material, facilitating the process of studying and learning. The student does not have to let his mobile phone in preference of studying and does not find difficulties to filter available information in the internet. After the app's use, was applied a questionnaire to the participating students for this tool's assessment, such as layout, quality of the available material, access facilities. All the participants have approved the listed aspects and have said that the use of the tool can help at the biochemistry study, by the reliable material and by being available in a mobile device providing quick and immediate access, at any time in the palm of the hand. The use of this tool can be applied in the classroom to help the professor in getting materials and to help the students by its practicality.Acknowledgements: CnpQ, Unipampa. Keywords: App, BiochemistryGuide, Biochemistry

Mobile Phones for Teaching and Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 436-451 ◽  
Author(s):  
Farooq AlTameemy
Keyword(s):  
Faculty Member ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
The Internet ◽  
Teaching Tools ◽  
Significant Difference ◽  
Smart Technologies

Mobile phones have become so ubiquitous that they turned into an important part of our life. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon (as cited in Tan & El-Bendary) found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. With the abundance of knowledge the Internet provides, mobile phones become an invaluable pathway for that knowledge. The fact that these gadgets are well-liked by students make them one of the best tools to be adopted by educational institutions. This study will investigate the actual academic use of mobile phones among students and teachers, their attitudes toward using them as learning or teaching tools, and if there is a significant difference in attitudes of the participants toward using mobile as learning or teaching tools based on the job criteria (Student vs. Faculty Member).

Teaching Fundamental Math Concepts

2015 ◽  
pp. 268-287 ◽  
Author(s):  
Jennifer Wall ◽  
Michael P. Rogers
Keyword(s):  
Elementary School ◽  
Mobile Devices ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
School Classroom ◽  
Mathematics Teaching And Learning ◽  
Drill And Practice ◽  
Math Concepts

The use of mobile devices such as iPads to improve mathematics teaching and learning is on the rise. Parents are using them to informally teach their children (Franklin, 2011), teachers are using them for drill and practice (Murray & Olcese, 2011), and even politicians and administrators are pushing for more use of mobile technologies in classrooms (Murray & Olcese, 2011). With the increased prominence of iPads in the classroom—by 2013 Apple had sold 8 million iPads directly to educational institutions (Etherington, 2013)—the need for well-designed apps has never been greater. In this chapter, the authors explore what makes a good app, what to do when you cannot find the app that you need, and discuss how to successfully deploy apps in the elementary school classroom.

Promoting Virtual Collaborative Learning with the Use of Mobile Devices

2020 ◽  
pp. 32-43
Author(s):  
Despo Ktoridou ◽  
Elli Doukanari
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

scholarly journals Security of m-learning system: A collective responsibility

2015 ◽  
Vol 9 (3) ◽  
pp. 64 ◽  
Author(s):  
Shaibu Adekunle Shonola ◽  
Mike S Joy
Keyword(s):  
Teaching And Learning ◽  
Collective Responsibility ◽  
Learning Technologies ◽  
Learning System ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Security Threats ◽  
Security Issues ◽  
Computing Paradigm ◽  
Teaching Learning

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.

scholarly journals Padrões de Uso da Tecnologia Digital no Aprendizado de um Curso de Medicina

2017 ◽  
Vol 25 (01) ◽  
pp. 1
Author(s):  
Giovanna Truyts Biscardi ◽  
João Marcelo Rondina
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Natives ◽  
Educational Institutions ◽  
The Internet ◽  
Know How ◽  
The Impact ◽  
De Medicina

The Y generation is understood as that born under the influence of the digital technologies. Now it’s represented by the young university students that created such a tight bond with the internet and its tools that uses them easily and frequently. Many works say that this generation of immediate young people accustomed to multitasking has developed a new kind of neuroplasticity entirely different of their antecessors and therefore possess peculiar habits and mechanisms of learning that should be respected and considered in the dynamics of teaching and learning, creating a pressure in the educational institutions to adequate in this reality. However, there are a few studies evaluating the real existence of these characteristics. Thus, we preset the conclusions of this descriptive qualitative project fulfilled with medicine students at Faculdade de Medicina de São José Rio Preto that aim to know how these students use digital technologies and the impact of their habits and behaviors regarding the involvement with technologies in their studies. The conclusion was that technologies are an important influence on student’s lifes, however continues to be one among several others, which allows the teachers to keep a fundamental role in the formation of these digital natives, especially helping and guiding them in the correct and full use of new technologies developed for learning.

scholarly journals MOBILE TECHNOLOGIES FOR EDUCATION: ATTITUDES TO SOCIAL MEDIA

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Sibel Ergün Elverici
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Survey Design ◽  
Structured Interview ◽  
Mobile Technologies ◽  
Access To Information ◽  
The Past ◽  
New Generation ◽  
Descriptive Survey ◽  
Day By Day

It is true that mobile technologies are growing day by day and as part of they are becoming more and more integrated into everyday lives of people of all ages. One of the reasons of their growing popularity is because they serve different needs of individuals. Since mobile technologies have gained importance and become a powerful asset, different uses of them and their integration in education have become a question of many researches in the field. To have better communication and reach the new generation integrating technology to education programs is among these questions. More importance is attributed to technology enhanced teaching and learning activities than in the past. In this regard, as part of mobile technologies, social media has also become more significant. One of the descriptions of social media is platforms where students have constant access to information. Within the education context, it has become prominent that not only social media provides constant access to information, but it also supports students by allowing them to share content, collaborate and support learning. Therefore, again in the context of mobile technologies, by investigating the attitudes of students in higher education towards using social media for educational purposes, this study aims to develop a deeper and more comprehensive understanding about their possible use in education. 202 university students formed the sample of this study. Descriptive survey design with a 5 point Likert survey and semi-structured interview were used for the study. The findings of the study suggest that students have a high opinion of social media use and support its use for educational purposes. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0790/a.php" alt="Hit counter" /></p>

Collaborative or Cooperative Learning?

2004 ◽  
pp. 203-214 ◽  
Author(s):  
Joanne M. McInnerney ◽  
Tim S. Roberts
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Group Learning ◽  
Cooperative Work ◽  
Educational Institutions ◽  
The Internet ◽  
Online Environment ◽  
Research Results ◽  
Use Of The Internet ◽  
Online Group

With many educational institutions now making use of the Internet for the delivery of courses, many educators are showing interest in non-standard methodologies for teaching and learning — methodologies such as the use of online group collaborative or cooperative work. It is clearly beneficial for educators keen to introduce group learning into a tertiary environment to first familiarize themselves with the existing literature. However, much of the literature conflates the two terms, hence implementation methods and research results are hard to assess. This chapter attempts to clearly distinguish the two terms “collaborative” and “cooperative” so that they can be used appropriately and unambiguously, briefly describes the advantages and shortcomings of each, and concludes with some remarks as to the application of such methods in an online environment.

Introduction to Online Teaching of Technology-Based Courses

2011 ◽  
pp. 1-31
Author(s):  
Lee Chao
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Educational Institutions ◽  
The Internet ◽  
Learning Method ◽  
Web Based ◽  
Computer Labs ◽  
The Web

With the improvement of the Internet and computer technologies, online or Web-based teaching has become an important teaching and learning method in educational institutions. In various degrees, online teaching has been implemented in almost every higher education institution. To better understand online teaching systems and how they are related to the book’s main topics, online computer labs for technology-based courses, we will take an overview about online teaching and technology-based courses in this chapter. We will take a look at the strengths and weaknesses of the Web-based teaching (WBT) systems. We will also investigate the roles played by these Web-based teaching systems in teaching technology-based courses. The investigation of these aspects will lead to the discussion to the book’s main topics.

scholarly journals INTERNET RESOURCES IN LEARNING ENGLISH HISTORICAL TEXTS READING

2021 ◽  
Vol 2021 (1) ◽  
pp. 56-60
Author(s):  
Irina Gennadievna Ryabtseva ◽  
Naile Makhir gizi Magamedli
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Activity ◽  
National Language ◽  
Educational Institutions ◽  
The Internet ◽  
Historical Texts ◽  
Internet Resources ◽  
Teaching Role ◽  
Opportunities For Learning

The article considers reading as one of the most important types of communicative and cognitive activity. Reading is a means of information and educational activities, as well as a means of studying the national language and languages and cultures of other peoples. With the development of the Internet, the opportunities for learning foreign languages, including English, have increased significantly. As English is spoken internationally, the Internet space is filled with information in English, which also fulfills the teaching role at the educational institutions. There have been considered the online resources that can help in teaching and learning a foreign language

Computing in a New Zealand Urban Community

2008 ◽  
pp. 1348-1354
Author(s):  
Barbara J. Crump ◽  
Keri Logan ◽  
Andrea McIlroy
Keyword(s):  
New Zealand ◽  
Digital Divide ◽  
Information Technologies ◽  
Short Review ◽  
Public Access ◽  
Mobile Technologies ◽  
Easy Access ◽  
The Internet ◽  
Computing Centers ◽  
Introductory Classes

Governments and international organisations have expressed concern regarding what has been labeled the digital divide, that is, the gap between those people who have access to, and the ability to use, modern information technologies—such as computers, the Internet, e-mail, and other mobile technologies, often referred to as information communication technologies (ICTs)—and those who do not. As a result a range of measures have been put in place by public agencies in an attempt to reduce the inequities between the “haves” and the “have nots”. One strategy which has commonly been used is the establishment of free and easy access to computing and Internet facilities within communities identified as needing such assistance. In Wellington, New Zealand, a project called Smart Newtown has been implemented whereby free public access to computers and the Internet and free introductory classes are made available to all citizens. The researchers were employed to evaluate the implementation and sustainability of this project and this chapter discusses how, over a period of three years, the participation of women has changed. The questions asked were “How did the women benefit from their attendance?” and “What caused this change in participation?” The article begins with a brief background on gender and ICTs, followed by a short review of the literature regarding the digital divide and community computing. One of the successful computing centers in the Smart Newtown project is then examined from a gender viewpoint.

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