Secure Collaborative Learning Practices and Mobile Technology

2011 ◽  
pp. 1407-1412
Author(s):  
Hannakaisa Isomäki ◽  
Kirsi Päykkönen ◽  
Hanna Räisänen
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Personal Digital Assistant ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Technological Equipment ◽  
Laptop Computer ◽  
Learning Practices ◽  
Information And Communication

During the past few years, mobile technologies have become common in everyday life. Almost everyone carry some kind of mobile technological equipment with him or her, for example a personal digital assistant (PDA), a mobile phone, a multimedia player, such as an iPod, or a laptop computer. The use of these equipments is not limited only to workplaces, schools or homes. Particularly useful information and communication technologies (ICTs) are in educational settings. Especially wireless networks and laptop computers may promote many useful practices of collaborative learning (Cutshall, Changchit, & Elwood, 2006; Jones, Holmfeld, & Lindström, 2006).

Mobile technology and development

2020 ◽  
pp. 496-512
Author(s):  
Bitange Ndemo ◽  
Dennis Aiko
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Policy Framework ◽  
Efficient Manner ◽  
Information And Communication ◽  
Progressive Policy ◽  
The Impact

Mobile technologies are creating unprecedented changes in Kenya. The ways in which people conduct business have been disrupted, and citizens can access information and services in a more efficient manner. Kenya is also among the leading countries to leverage mobile technology for greater financial inclusivity. This chapter reviews the policy framework that has underpinned Kenya’s digital transformation, as well as the impact and disruptions caused by innovations in information and communication technologies (ICT) that have been introduced as a result. The chapter considers the potentially transformative role of emerging mobile and digital technologies by assessing the favorable economic, organizational, political, social, and cultural environments necessary for their development. It concludes that the development of a progressive policy in a fast-changing technological landscape has catapulted Kenya to the ranks of innovative nations, but that such technology is not a panacea for broader development and governance concerns.

Secure Collaborative Learning Practices and Mobile Technology

2009 ◽  
pp. 1967-1974
Author(s):  
Hannakaisa Isomäki ◽  
Kirsi Päykkönen ◽  
Hanna Räisänen
Keyword(s):  
Wireless Networks ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Virtual Community ◽  
Personal Digital Assistant ◽  
Mobile Technologies ◽  
Educational Settings ◽  
Computer Supported Collaborative Learning ◽  
The One

During the past few years, mobile technologies have become common in everyday life. Almost everyone carry some kind of mobile technological equipment with him or her, for example a personal digital assistant (PDA), a mobile phone, a multimedia player, such as an iPod, or a laptop computer. The use of these equipments is not limited only to workplaces, schools or homes. Particularly useful information and communication technologies (ICTs) are in educational settings. Especially wireless networks and laptop computers may promote many useful practices of collaborative learning (Cutshall, Changchit, & Elwood, 2006; Jones, Holmfeld, & Lindström, 2006). On the one hand, the use of mobile ICTs may also diminish the fluency of studying. With technology both restricting and enabling different ways of action, even small changes in technology may lead to substantial changes in the way it is used in educational settings (Waycott & Kukulska- Hulme, 2003). The use of mobile devices and wireless networks in studying may even reduce communality, social contacts, and collaboration between students instead of increasing and supporting them (Kreijns & Kirschner, 2004). These kinds of deficiencies can restrain users from making good use of otherwise advantageous technology-supported interaction environments. On the other hand, if mobile technology is utilized successfully, it can engender students’ feelings of belonging to a safe virtual community, which helps to construct shared knowledge when members of the community collaborate and apply information and experiences received from others. In order to successfully implement mobile ICTs for computer supported collaborative learning (CSCL) it is important to obtain information how students take into use mobile technologies in their studying and learning. In particular, different features of knowledge sharing and social usability in the virtual learning environment along with issues of data security within the wireless network become crucial with respect to CSCL that is supported by mobile technology. This chapter explores the role of mobility and social usability features in a CSCL environment on a wireless campus. In our analysis we found features that either support or diminish the fluency of CSCL.

Mobile Technology in a Developing Context

2009 ◽  
pp. 56-72
Author(s):  
Pammla Petrucka ◽  
Sandra Bassendowski ◽  
Thomas F. James ◽  
Hazel Roberts ◽  
June Anonson
Keyword(s):  
Global Health ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Promising Practices ◽  
Roles And Responsibilities ◽  
Health Related ◽  
Information And Communication ◽  
The Impact

This chapter presents the imperatives of mobile technologies in healthcare as these impact (or potentially) impact on development. It presents the contextual overview in development of the diffusion, penetration, and uptake of health-related mobile technologies. A consideration of the roles and responsibilities of the diaspora in the embracing of information and communication technologies is emphasized. The emphasis is on the impact of technologies, generally, and mobile technologies, specifically, in the global health context. The authors provide key exemplars of mobile technologies in development to increase understanding and demonstrate promising practices in this emergent field.

scholarly journals BREVE COMPREENSÃO DA CONJUNTURA BRASILEIRA QUANTO À INTEGRAÇÃO DAS TIC E INTERNET NA EDUCAÇÃO

2020 ◽  
Vol 13 (4) ◽  
pp. 474
Author(s):  
João Batista Bottentuit Junior ◽  
Larize Kelly Garcia Ribeiro Serra ◽  
Mizraim Nunes Mesquita
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
The North ◽  
Information And Communication ◽  
Internet Availability ◽  
Internet In Education

This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

Using Technology to Support Quality Learning for School Activities Involving Field Studies

2010 ◽  
pp. 334-349 ◽  
Author(s):  
K. M. Stewart ◽  
K. Thompson ◽  
J. G. Hedberg ◽  
W. Y. Wong
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Communication Technologies ◽  
Field Studies ◽  
Mobile Technologies ◽  
Classroom Teachers ◽  
Positioning Systems ◽  
School Activities ◽  
Information And Communication ◽  
Quality Learning

The term mobile learning provides an image of active learning, of moving out into the world beyond the confines of the desk, beyond the classroom, beyond the school. The affordances of mobile, networked digital computers can provide learners with seamless access to and between information systems including data capture facilities and global positioning systems in real world settings. Mobile learning has come to represent a fruitful partnership between innovation in pedagogy and innovation in information and communication technologies. This chapter explores this nexus as it appears in emerging practices of a range of classroom teachers who are working to combine their aspirations for high quality student learning with the affordances of mobile technologies.

scholarly journals Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)

2020 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Jesús López Belmonte ◽  
Santiago Pozo Sánchez ◽  
Arturo Fuentes Cabrera ◽  
José María Romero Rodríguez
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Quantitative Methodology ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
The Impact

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

scholarly journals From Evidence-based to Market-based mHealth: Itinerary of a Mobile (for) Development Project

2019 ◽  
Vol 44 (6) ◽  
pp. 1048-1067 ◽  
Author(s):  
Marine Al Dahdah
Keyword(s):  
Information And Communication Technologies ◽  
Science And Technology Studies ◽  
Controlled Trial ◽  
Qualitative Interviews ◽  
Communication Technologies ◽  
Global South ◽  
Development Project ◽  
Mobile Technologies ◽  
Evidence Based ◽  
Information And Communication

Information and communication technologies are increasingly used for development in the Global South, and mHealth (health assisted by mobile technologies) plays key role. This paper analyzes the particular relationship to science that characterizes a global maternal mHealth program deployed in Ghana and India. Using science and technology studies (STS), this research relies on qualitative interviews conducted between 2014 and 2016 with funders, implementers, and beneficiaries of this mHealth program. This story begins with a randomized controlled trial, a biomedical experiment with a strong positioning regarding science and the production of evidence. But rapidly the scientific stance disappears to give way to the testing and marketing of a product for the digital economy. From science to market, this paper offers to revisit a classical STS topic through the lens of mHealth. It shows how the various experimental forms taken by this project fundamentally diverge from scientific methods and evidence production and at the same time how it nurtures an ongoing instrumental relationship with science. Thus, from clinical research to product marketing, this paper highlights the tenuous link between evidence-based and market-based mHealth in the Global South.

scholarly journals Conceptualizing E-Government from Local Government Perspectives

2018 ◽  
Vol 50 (1) ◽  
pp. 56-66 ◽  
Author(s):  
Aroon P. Manoharan ◽  
Alex Ingrams
Keyword(s):  
Information And Communication Technologies ◽  
Local Governments ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Future Research ◽  
The Public ◽  
Academic Literature ◽  
The Past ◽  
Adoption And Implementation ◽  
Information And Communication

Over the past two decades, governments have used information and communication technologies (ICTs) to integrate their internal functions and improve their delivery of services. Scholars and practitioners have conceptualized these various ICT trends and referred to them collectively as e-government. As the number of citizens using the Internet and mobile technologies increases, the public sector is constantly innovating to keep pace with the changing technologies and citizens’ expectations. This essay reviews the academic literature on e-government among local governments and explores the issues related to its adoption and implementation. Adopting an e-government stages perspective with attention to institutional capacity, the essay examines the factors and determinants of local e-government success. The essay concludes with directions for future research on e-government and innovation in local governments.

scholarly journals Los Tecno Recurso Laborales y su impacto en el Tecnoestrés. Un Caso empírico

2019 ◽  
Vol 7 (2) ◽  
pp. 299-311
Author(s):  
Veronica Esperanza Ruiz Domínguez ◽  
Martha Ríos-Manríquez ◽  
María Dolores Sánchez-Fernández
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Psychosocial Factors ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technological Equipment ◽  
Work Activities ◽  
Information And Communication ◽  
Ict Tools

The information and Communication Technologies (ICT) have changed how the professors in the Higher Education Institutions (HEI) conduct their activities that benefits their work and personal routines. Nevertheless, the lack of proper ICT tools needed to its implementation (Lack of Work Techno-resources-LWTR) causes stress disturbances, affecting the professor’s health. This research focuses in determine if the LWTR is defined by psychosocial factors as Techno-anxiety and Inefficiency. Also to understand if those factors contribute to the level of technostress in professors of the HEI in the Laja-Bajio region of Guanajuato, Mexico. The analysis includes a sample of 415 professors, and a descriptive, correlational and regression analysis. Results points that professors consider ICT as a factor to increase their self-efficiency, their work in teams and their autonomy, having enough technological equipment to accomplish their work activities. Results also showed that the Techno- anxiety is the factor that mostly influences in the Technostress. Besides, the multiple regression analysis determines the Lack of Work Techno-resources in the professors. In conclusion, this paper contributes to the knowledge of which factors, caused by the ICT, contributes to stress in higher education professors.

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