Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

scholarly journals Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4316 ◽  
2019 ◽  
Vol 16 ◽  
pp. 235-254
Author(s):  
Suzanne l Sackstein ◽  
Linda Spark ◽  
Bryan Turner
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

scholarly journals New Findings on Student Multitasking with Mobile Devices and Student Success

10.28945/4723 ◽  
2021 ◽  
Vol 20 ◽  
pp. 021-035
Author(s):  
U. Yeliz Eseryel ◽  
Dan Jiang ◽  
Deniz Eseryel
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Management Information Systems ◽  
Mobile Technologies ◽  
Learning Performance ◽  
Future Research ◽  
Management Information ◽  
Learning Satisfaction ◽  
Learning Success ◽  
The Relationship

Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

The Use of Mobile Technology in Management and Risk Control in the Supply Chain

2014 ◽  
Vol 22 (1) ◽  
pp. 14-33 ◽  
Author(s):  
Amarolinda Zanela Klein ◽  
Eliane Gomes da Costa ◽  
Luciana Marques Vieira ◽  
Rafael Teixeira
Keyword(s):  
Supply Chain ◽  
Risk Reduction ◽  
Mobile Technology ◽  
Technology Use ◽  
Single Case ◽  
Risk Control ◽  
Mobile Technologies ◽  
Food Markets ◽  
Safety Risks ◽  
Study Results

The use of mobile technologies is important for Supply Chain Management (SCM) because these technologies allow for a ubiquitous flow of information, higher agility and risk reduction in supply chains. In food markets, these issues are particularly relevant due to food safety risks. The main goal of this paper is to analyze the use of mobile technology for management and risk control in the Brazilian beef supply chain, since Brazil is one of the main producers and beef exporters in the world. The research method was a single case study. Results show the actual level of mobile technology use; drivers and barriers to mobile technology adoption and how mobile technology is applied to beef traceability and risk reduction along the chain. The authors propose a framework that links the issues of mobile technology use for SCM and risk control, considering the context of a developing country such as Brazil.

scholarly journals Mobile Technology Use and Its Association With Executive Functioning in Healthy Young Adults: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Rachel E. Warsaw ◽  
Andrew Jones ◽  
Abigail K. Rose ◽  
Alice Newton-Fenner ◽  
Sophie Alshukri ◽  
...  
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Executive Functioning ◽  
Mobile Technology ◽  
Systematic Reviews ◽  
Technology Use ◽  
Memory Performance ◽  
Mobile Technologies ◽  
Smartphone Use ◽  
The Impact

Introduction: Screen-based and mobile technology has grown at an unprecedented rate. However, little is understood about whether increased screen-use affects executive functioning (EF), the range of mental processes that aid goal attainment and facilitate the selection of appropriate behaviors. To examine this, a systematic review was conducted.Method: This systematic review is reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A comprehensive literature search was conducted using Web of Science, MEDLINE, PsycINFO and Scopus databases to identify articles published between 2007 and March 2020, examining the use of mobile technologies on aspects of EF in healthy adults aged 18–35 years. In total 6079 articles were screened by title, and 39 screened by full text. Eight eligible papers were identified for inclusion. Our methods were pre-registered on the PROSPERO international prospective register of systematic reviews.Results: A total of 438 participants were included across the eight studies. Five of the eight studies examined more than one EF. Five studies measured inhibition, and four studies measured decision-making. Smartphone use was negatively associated with inhibition and decision-making. Working memory performance was found to be improved by increased time engaging in video games and by refraining from smartphone use prior to bedtime. Quality assessments indicated high risk of methodological biases across the studies and a low quality of evidence for determining the relationship between technology use and executive functioning.Conclusions: This review highlights the scarcity of the literature in this area. It presents a call for rigorous and objective research to further our understanding of the impact of mobile technology on different aspects of executive function.

Does Mobile Technology Have a Place in Differentiated Instruction?

2014 ◽  
pp. 132-149
Author(s):  
Therese M. Cumming
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Mobile Computing ◽  
Differentiated Instruction ◽  
Mobile Technology ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Future Research ◽  
Inclusive Classroom ◽  
Limited Evidence

Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated instruction for the inclusive classroom and how this can be best accomplished using mobile technology as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction has many advantages, but is not without challenges. Many of these challenges can be addressed using suggestions from previous research in the areas of differentiated instruction and educational technology. Future research is necessary to provide a solid evidence-base supporting the use of mobile technology with diverse learners in all levels of classroom instruction.

The Use of Mobile Technology in Management and Risk Control in the Supply Chain

2016 ◽  
pp. 646-666
Author(s):  
Amarolinda Zanela Klein ◽  
Eliane Gomes da Costa ◽  
Luciana Marques Vieira ◽  
Rafael Teixeira
Keyword(s):  
Supply Chain ◽  
Risk Reduction ◽  
Mobile Technology ◽  
Technology Use ◽  
Single Case ◽  
Risk Control ◽  
Mobile Technologies ◽  
Food Markets ◽  
Safety Risks ◽  
Study Results

The use of mobile technologies is important for Supply Chain Management (SCM) because these technologies allow for a ubiquitous flow of information, higher agility and risk reduction in supply chains. In food markets, these issues are particularly relevant due to food safety risks. The main goal of this paper is to analyze the use of mobile technology for management and risk control in the Brazilian beef supply chain, since Brazil is one of the main producers and beef exporters in the world. The research method was a single case study. Results show the actual level of mobile technology use; drivers and barriers to mobile technology adoption and how mobile technology is applied to beef traceability and risk reduction along the chain. The authors propose a framework that links the issues of mobile technology use for SCM and risk control, considering the context of a developing country such as Brazil.

Capturing community in mobility: Mobile methods for community informatics

2017 ◽  
Vol 6 (2) ◽  
pp. 163-178 ◽  
Author(s):  
Jiawei Chen ◽  
Benjamin V. Hanrahan ◽  
Chien Wen (Tina) Yuan ◽  
John M. Carroll
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Local Community ◽  
Ecological Validity ◽  
Community Context ◽  
Mobile Technologies ◽  
Community Informatics ◽  
Community Interactions ◽  
Mobile Media ◽  
Target Behaviors

The field of community informatics focuses on how information and communication technology can contribute to the development and sustainability of local communities. The ubiquity of mobile technologies, coupled with their affordances of connecting people and accessing information anytime, anywhere, brings new opportunities for community informatics research. These same affordances also entrain new methodological challenges in capturing and understanding mobile technology use, as mobile-supported interactions can be difficult to study systematically. Such interactions are often situated in complex social and physical settings, such as the local community context. In response to these challenges, we describe the method for scripting events that participants enact within their community and through which we probe how mobile technology impacts community building and vice versa. With the scripted method, we emphasize the need to integrate multiple streams of data and analyses to triangulate and obtain a holistic picture of community interactions. This scripted method is designed to afford ecological validity in employing socially and behaviorally realistic activities, while maintaining some research control, in providing a standard scaffold for participants to enact target behaviors. We discuss how our method could be leveraged in other mobile media communication studies involved in complex social and physical contexts.

scholarly journals A Tale of Two Pandemic Semesters: Examining the Longitudinal Impact of COVID-19 on Student Online Learning and Behaviors

2021 ◽  
Vol 2 (3) ◽  
pp. 145-153
Author(s):  
Michael C. Budden ◽  
Connie B. Budden ◽  
David C. Wyld
Keyword(s):  
Online Learning ◽  
Technology Use ◽  
The State ◽  
Future Research ◽  
Longitudinal Impact ◽  
Digital Learning ◽  
Online Technologies ◽  
Use Of Technology ◽  
Look Ahead ◽  
The Impact

In the Spring of 2020, colleges and universities around the world joined primary and secondary education providers and businesses of all types in moving to an online, socially distant environment. Seen as necessary to stem the relentless spread of COVID-19, a deadly contagion, the move dramatically impacted lives, livelihoods and social connections. In the Spring 2020 Semester, six weeks after the State of Louisiana issued a “stay at home” order, resulting in a move to 100% distance delivery of coursework, students at a public university in the state were surveyed for this research project as to the impact of the pandemic on their use of technology, social media, and online learning. Likewise, seven months later, at the end of the Fall 2020 Semester, students at the same university were again surveyed as to the impact of the move to using online technologies for everything from learning to shopping, communications, entertainment and more. Findings related to the use of technology and the impact of digital learning among respondents were investigated and compared between the groups to determine changes in online technology use for learning and more over time during this critical period during the coronavirus pandemic. The article concludes with a look ahead and an examination of areas for future research.

scholarly journals Laptops in the Living Room: Mobile Technologies and the Divide between Work and Private Time among Interactive Agency Workers

2008 ◽  
Vol 33 (3) ◽  
Author(s):  
Sam Ladner
Keyword(s):  
Mobile Technology ◽  
Social Relations ◽  
Technology Use ◽  
Organizational Context ◽  
Mobile Technologies ◽  
Living Room ◽  
Work Time ◽  
Interactive Advertising ◽  
Temps De Travail ◽  
The Impact

Abstract: This article examines how mobile technology use affects the division between private and work time among workers in interactive advertising agencies. These workers are frequent users of both personal and company-issued mobile technology. This article investigates the strategies workers use to restrict workplace access during their private time. Relying on the social construction of technology as a point of departure, this article investigates the impact of mobile technologies, as well as the organizational context in which they are used. Using a mixed-method approach, this article demonstrates that the use of mobile technologies does indeed render the home/work division more permeable, but it is not their use alone that determines this effect. Rather, it is the underlying social relations of workplaces that affect how individuals negotiate the use of these technologies in non-work time and space. Résumé : Cet article examine l’effet des technologies mobiles sur la division entre temps de travail et temps personnel parmi ses utilisateurs dans des agences de publicité interactives. Ces travailleurs utilisent souvent les technologies mobiles autant pour leur travail que pour leurs besoins personnels. Cet article enquête sur les stratégies que ceux-ci emploient pour limiter leur accès au travail durant leur temps libre. Il se fonde sur la construction sociale des technologies pour évaluer l’impact des technologies mobiles et le contexte organisationnel dans lequel on les utilise. En recourant à diverses méthodes complémentaires, cet article démontre que l’utilisation de technologies mobiles a effectivement comme conséquence de brouiller la division maison/travail, mais ce n’est pas seulement leur utilisation qui produit cet effet. Ce sont plutôt les relations sociales sous-jacentes au travail qui influencent la manière dont les individus utilisent ces technologies en dehors de leur espace et temps de travail. 

Addicting Content, Blue Light, and Curtailed Sleep

2020 ◽  
pp. 211-240
Author(s):  
Joanna C. Yau ◽  
Branda T. Sun ◽  
Jason D. Moreno
Keyword(s):  
Social Media ◽  
Blue Light ◽  
Technology Use ◽  
Media Use ◽  
Mobile Technologies ◽  
Mental Wellbeing ◽  
Future Research ◽  
Social Media Use ◽  
Sleep Quantity ◽  
Negative Impacts

Sleep is essential for physical and mental wellbeing, but many adults and adolescents do not get the recommended amount of sleep. Recently, studies have identified technology use as having negative impacts on sleep. This is concerning given that mobile technologies have permeated the lives of today's young adults and adolescents. First, the effects of social media use, both throughout the day and before bedtime, on sleep quantity and quality are synthesized. Second, the mechanisms through which social media use disrupts sleep, namely that 1) social media use displaces time spent sleeping, 2) that the content on social media is stimulating, and 3) that the blue light emitted by digital devices suppresses the production of melatonin, decreasing sleepiness are discussed. Third, the research designs and methods that were employed are explored. Fourth, future research directions are proposed. Finally, tips to improve sleep in the digital age are provided.

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