scholarly journals Mobile Learning for Teachers Training in Indonesia: The Potential of Mobile Phones as the Device

2018 ◽  
Author(s):  
Iin Karmila Yusri ◽  
Robert Goodwin ◽  
Carl Mooney
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Teachers Training

Augmented Reality Based on Mobile Phones

2014 ◽  
Vol 926-930 ◽  
pp. 1882-1885
Author(s):  
Lin Tao Li
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Human Computer Interaction ◽  
Mobile Phone ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Actual Condition ◽  
Main Function ◽  
Key Technology ◽  
Augmented Reality Application

Augmented reality can create a learning environment to learners, combining the actual condition of let them around to see the real environment at the same time, also can see a computer, virtual information generated by mobile phones as the implementation of the augmented reality application platform, due to the mobility, portability, and human-computer interaction and so on, has strong advantage, and therefore more mobile learning application prospect, this paper discusses the structure of augmented reality based on mobile phone key technology and main function features, on the basis of to augmented reality based on mobile phone and its application in mobile learning has a deeper understanding.

APLIKASI M-LEARNING BERBASIS ANDROID PADA STIKes DHARMA LANDBOUW PADANG

JURTEKSI ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 84-91
Author(s):  
Hendra Nusaputra
Keyword(s):  
Information Technology ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Learning Process ◽  
Educational Process ◽  
Space And Time ◽  
Limited Space

Abstrak:Teknologi Informasi saat ini memegang peranan penting dalam segala bidang. Terutama dalambidang pendidikan, teknologi informasi dapat membantu proses edukasi menjadi lebih fleksibel dan mudahuntuk dipahami. Android adalah salah satu kata yang sering kita dengar. Teknologi Informasi berbasisandroid adalah teknologi yang paling banyak digemari. Teknologi berbasis android bisa kita nikmati melaluitelepon seluler ataupun gadget yang sekarang sudah dengan sangat mudah bisa kita dapatkan, karenaharganya yang relatif terjangkau. Pendidikan adalah sesuatu yang wajib dimiliki oleh setiap individu dansekolah adalah salah satu tempat dimana kita bisa mendapatkan pendidikan. Dengan berkembangnyateknologi informasi, pendidikan bisa kita dapatkan dimana saja kita berada tanpa dibatasi ruang dan waktu.Aplikasi Mobile Learning adalah salah satu inovasi terbaik yang banyak membantu proses edukasi berjalandengan lebih baik. Aplikasi mobile learning ini dapat membantu user, yaitu mahasiswa STIkes DharmaLandbouw dalam melakukan proses belajar kapan dan dimanapun mereka berada. Aplikasi mobile learningini bersifat dinamis dan dapat menjadi penunjang proses belajar dan mengajar dan memudahkan user dalammemahami setiap materi yang ada.Kata Kunci : teknologi informasi, android, pendidikan, stikes, mobile learningAbstract:Information Technology currently plays an important role in all fields. Especially in the field ofeducation, information technology can help the educational process become more flexible and easy tounderstand. Android is one of the words we often hear. Information technology based on android is the mostpopular technology. Android based technology we can enjoy through mobile phones or gadgets that are nowvery easily we can get, because the price is relatively affordable. Education is something that must be ownedby every individual and school is one where we can get education. With the development of informationtechnology, education can we get anywhere we are without limited space and time. Mobile LearningApplications is one of the best innovations that help educational process run better. This mobile learningapplication can help users, the students of STIkes Dharma Landbouw in doing the learning process when andwherever they are. Mobile learning application is dynamic and can be a supporting process of learning andteaching and facilitate the user in understanding any existing material.Keywords: Information Technology, Android, EducationSTIkes, Mobile Learning

Study on M-Learning Usage Among LIS Students With Special Reference to Alagappa University

2019 ◽  
pp. 289-317
Author(s):  
M. Meenambigai
Keyword(s):  
Blended Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Mobile Technology ◽  
Approaches To Learning ◽  
Learning Resources ◽  
Tablet Computers ◽  
Daily Lives ◽  
Class Time ◽  
Traditional Approaches

Mobile learning comprises any kind of learning which is done on mobile and handheld gadgets either in or out of class, or learning which takes place “on the go” as part of class time, or outside. Although mobile learning is often taken to be synonymous with the use of mobile phones, it is increasingly associated with other devices such as tablet computers, portable games machines, e-books, and other devices which allow people to continue more traditional approaches to learning as they move through their daily lives. As such, it fits comfortably into definitions of blended learning. Educators and trainers are empowered since they can use the mobile technology to communicate with learners from anywhere and at any time. At the same time, educators and trainers can access learning resources from anytime and anywhere to plan and deliver their lessons.

The Role of Mobile Learning in Promoting Literacy and Human Rights for Women and Girls

2016 ◽  
pp. 2047-2076
Author(s):  
Judith M. Dunkerly-Bean ◽  
Helen Crompton
Keyword(s):  
Human Rights ◽  
Digital Media ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Native Languages ◽  
Cultural Organization ◽  
Reading Initiatives ◽  
Women And Girls ◽  
Access To Books

In this chapter the authors review the fairly recent advances in combating illiteracy around the globe through the use of e-readers and mobile phones most recently in the Worldreader program and the United Nations Educational Scientific and Cultural Organization (UNESCO) mobile phone reading initiatives. Situated in human rights and utilizing the lens of transnational feminist discourse which addresses globalization and the hegemonic, monolithic portrayals of “third world” women as passive and in need of the global North's intervention, the authors explore the ways in which the use of digital media provides increased access to books, and other texts and applications in both English and native languages for people in developing countries. However, while advances in combating illiteracy through the use of e-readers, mobile phones and other mobile learning initiatives are promising, the tensions and power imbalances of digital literacies, which resources are available by whom, for whom and why, must also be examined.

Empirical Research into Students’ Mobile Phones and their Use for Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 38-53 ◽  
Author(s):  
Claire Bradley ◽  
Debbie Holley
Keyword(s):  
Case Studies ◽  
Empirical Research ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Learning Activities ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Video Footage ◽  
Depth Study

This paper reports on empirical research conducted to find out about higher education students’ mobile phone ownership, and the ways in which they are using their mobiles for learning. A survey with a group of first-year students has been followed up by an in-depth study, in which three students were lent Flip Video Camcorders to capture their mobile learning activities and were interviewed to discover more about their practice. The video footage and interview data have been compiled into three rich case studies which help us to better understand students’ practice and attitudes towards mobile learning. The paper focuses on the survey data and the three case studies, which were analysed using grounded theory. The outcomes of this research can inform the work of educators seeking to design effective mobile learning activities that build on existing student practice and extend mobile learning within the blend of learning activities that we offer students.

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

scholarly journals A case study of mobile learning in teacher training - MENTOR ME (Mobile Enhanced Mentoring)

2011 ◽  
Vol 19 (Mobile Learning) ◽  
pp. 1-14 ◽  
Author(s):  
Adele Cushing
Keyword(s):  
Teacher Training ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Situated Learning ◽  
Peer Assessment ◽  
Teaching Experience ◽  
Pilot Project ◽  
Teaching Staff ◽  
Self Reflection ◽  
Personalised Learning

With announcements such as «more than half the world own a cell phone» (Lefkowitz, 2010) plus the convergence of multi-media elements in handsets, it is perhaps not surprising that education is calling for an increased use of mobile phones to support learning (Hartnell-Young & Heym, 2008). Phone use will contribute to cost efficiencies by subsidising IT budgets (Yorston, 2010) and support personalised learning and students’ underpinning knowledge. However, the reality is often ‹blanket bans› on mobiles in schools (Hartnell-Young & Heym, 2008) due to teaching staff who are nervous of possible disruption and uncertain of pedagogic application. MENTOR ME (Mobile Enhanced Mentoring) was a pilot project with 20 teacher training students at Barnet College, North London. The limited time available to mentors and trainee teachers to engage in mentoring was solved by providing all students and mentors with email-activated mobile phones for ease of communication and support, facilitating situated learning (Naismith et al., 2004). Face-to-face meetings were partially replaced by capturing students’ formal and informal learning with mobile functionality. This was shared with peers, tutors, mentors and lesson observers to further improve the mentoring and teaching experience. Self-reflection, peer assessment, peer support and idea-sharing contributed to improving trainees’ practice and employability. In addition, teachers’ confidence and ability in using technology improved, particularly in supporting learning and underpinning knowledge. The success of this project has influenced the organisation to adopt mobile learning across the curriculum by facilitating student use of personal devices.

scholarly journals ANDROID-BASED MOBILE LEARNING MEDIA IN TEACHING READING OF REPORT TEXTS

2021 ◽  
Vol 8 (1) ◽  
pp. 177-191
Author(s):  
Muhfiyanti Muhfiyanti ◽  
Dodi Mulyadi ◽  
Siti Aimah
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Descriptive Statistics ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Creativity And Innovation ◽  
English Instruction ◽  
Interest And Motivation ◽  
Expert Validation

Mobile phones can be well integrated into English Instruction as the creativity and innovation of teaching media increase students’ interest and motivation. This research aims to reveal the validity, effectiveness, and practicality of utilizing Android-based Mobile Learning Media for teaching reading report texts. The present research employed the research and development design. The research instruments were questionnaires, tests, and learning media in Application Package Files (APK). The collected data were analyzed by employing descriptive statistics and inferential statistics with a t-test. This research’s subject was an experimental class and a control class in Senior High School of Muhammadiyah 2 of Purbalingga. The expert validation results were categorized into relevant and feasible learning media to teach report texts.  The pre-test and post-test mean scores in the experimental class showed a highly significant difference because the class outperformed the control class.  It means that Android-based MLM was effective for enhancing students’ reading comprehension of report texts. Meanwhile, the result of students’ perception obtained a good category. The data reveal that 70.4% of the students agreed to use Android-based MLM in the learning process. This research concludes that the final product meets the criteria of teaching media evaluation.

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