Exploration of Tensions in a Mobile-Technology Supported Fieldtrip

2014 ◽  
Vol 12 (2) ◽  
pp. 104-117 ◽  
Author(s):  
Chih-Hung Lai ◽  
Fei-Ching Chen ◽  
Jie-Chi Yang
Keyword(s):  
Experiential Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Analytical Framework ◽  
Mobile Technologies ◽  
Learning Activity ◽  
Outdoor Learning ◽  
Primary School Students ◽  
School Students ◽  
Technological Affordances

The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by mismatches between the Tools themselves, and between Tools and the ways that were used by learners or arranged by the instructor. The subtle human factors present in the use of technologies should be carefully considered. The influence of mobile devices on learner experiences in experiential learning is also thoroughly discussed.

Using mobile technologies in libraries and information centers

2014 ◽  
Vol 31 (5) ◽  
pp. 14-16 ◽  
Author(s):  
Dheeraj Singh Negi
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Daily Basis ◽  
Information And Communications Technology ◽  
Mobile Technologies ◽  
Great Promise ◽  
Digital Information ◽  
Security Measures ◽  
User Privacy ◽  
Content Type

Purpose – The purpose of this paper is to describe the use of mobile technologies to develop new ways of Libraries and Information Centre. Mobile devices help to connect with patrons. Creating a library application (“app”) or mobile Web site that allows patrons to access library hours, view their library account or even search databases is easier than most people think. The resources below should help libraries begin to plan and implement their own unique mobile presence: analyzing the present usage of mobile devices; providing an overview of devices, providers and features; describing the various activities these devices support for well library use; focusing how libraries and our librarians are responding with services tailored for these devices; and what can be done by libraries in future in this respect”. Design/methodology/approach – Information and Communications Technology continues to expand the boundaries of higher education into the “anytime/anywhere” experiences. Mobile communication is transforming how people search, receive and interact with information on a daily basis. In just a few short years, smart phone ownership has skyrocketed, and popular use of e-readers has been steadily on the rise. These advanced mobile tools provide portable access to the world of information, across boundaries of subject, discipline and industry. Findings – Mobile technology holds great promise for enabling libraries to provide enhanced services in a form users increasingly are demanding. If this promise is to be fully realized, however, libraries will need to conduct analyses and make smart decisions to address the issues outlined above, support staff education and explore partnerships and new funding models, and be prepared to compromise with respect to their traditional information delivery models. Originality/value – The explosion of advanced mobile technology and robust digital information collection capabilities should prompt libraries to examine carefully the ramifications for user privacy. Libraries can maintain their commitment to user privacy without overcompensating by imposing burdensome security measures or annoying interruptions. For example, libraries do not have to show users a privacy statement or security warning every time they want to access information on a mobile device. A single log-in and acceptance of terms of use, similar to the procedures for other mobile applications and services, should suffice. At the same time, libraries can take the opportunity to educate users in best practices with respect to privacy issues associated with the use of mobile devices.

Proactive, Preventive or Indifference?

2016 ◽  
Vol 8 (2) ◽  
pp. 72-84 ◽  
Author(s):  
Alona Forkosh-Baruch ◽  
Hagit Meishar Tal
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Negative Attitudes ◽  
Advantages And Disadvantages ◽  
Positive Attitudes

Students enter classes with mobile devices and use them for learning; however, these are also distracting devices. Some teacher educators display positive attitudes; others display negative attitudes, depending on their perception of the advantages and disadvantages of mobile technology for learning. This paper represents findings of a study that examined teacher educators' attitudes towards the use of mobile technology in classes, and their reactions to its use. The study identified three types of reactions: proactive, preventive and indifference. Findings show that teacher educators perceive the benefits of using mobile technology in their classes as outweighing the disadvantages. However, the majority is indifferent, e.g. do not initiate new uses of mobile technologies in class, but do not prevent its usage. A correlation was identified between the lecturers' reactions to uses of mobile technology and the familiarity with its possibilities and potential in class.

Primary School Students' Perceptions About the Use of Mobile Games in the Classroom

2020 ◽  
pp. 230-250
Author(s):  
George Koutromanos
Keyword(s):  
Primary School ◽  
Student Perceptions ◽  
Mobile Devices ◽  
Classroom Environment ◽  
Thinking Skills ◽  
Survey Questionnaire ◽  
Primary School Students ◽  
Structured Interviews ◽  
School Students ◽  
Mobile Games

This chapter investigates primary school students' perceptions regarding the use of games on mobile devices (i.e., smartphone, tablet) in classroom environment for teaching purposes. Data was collected from 10,381 students (Grades 4, 5, and 6) using a survey questionnaire. A series of semi-structured interviews were used to more deeply understand student perceptions. Those perceptions tended to range from neutral to positive regarding the use of games and their content. Students prefer games that enhance their knowledge and develop their thinking skills. They also believe lessons will be more enjoyable and interesting through the use of games, and learning will be easier and more effective. The results showed differences in students' perceptions in terms of their gender and grade level. Implications of this study and further research are discussed.

Ownership and Use of Mobile Devices Among Adolescents in Indonesia

2019 ◽  
Vol 48 (3) ◽  
pp. 356-384 ◽  
Author(s):  
Ahmad R. Pratama ◽  
Lori L. Scarlatos
Keyword(s):  
High School Students ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Regression Models ◽  
Multiple Correspondence Analysis ◽  
Mobile Apps ◽  
Primary Data ◽  
School Students ◽  
Mobile Games ◽  
Logistic Regression Models

This article offers insights into the ownership and use of mobile devices (smartphones and tablets) among Indonesian middle and high school students. The study is based on primary data collected from a survey of 1,157 students at two middle schools and two high schools from two different regions in Indonesia. Data analysis includes multiple correspondence analysis and logistic regression models. The findings show that both ownership and use of mobile devices varies significantly among students of different sex, age, location, and most importantly socioeconomic status. This article also reports the use of mobile apps in three separate categories (i.e., educational apps, social media, and mobile games), showing some differences in duration and frequency of mobile apps use between different group of students. These findings can serve as a foundation for further research on how mobile technology can be used to improve educational attainment in Indonesia and other developing countries.

Using mobile devices to support cognitive apprenticeship in clinical nursing practice – a case study

2018 ◽  
Vol 15 (4) ◽  
pp. 348-362 ◽  
Author(s):  
Chin-Yuan Lai ◽  
Yung-Chin Yen
Keyword(s):  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Cognitive Apprenticeship ◽  
Mobile Technologies ◽  
Content Type ◽  
Clinical Nursing ◽  
Apprenticeship Model ◽  
Nursing College ◽  
Nursing Courses

Purpose This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students’ learning experiences in clinical settings. Design/methodology/approach Eight female students from a nursing college in Taiwan were recruited in this study. They enrolled in a three-week nursing clinical practicum session in the area of psychiatric nursing. Findings Analysis of interview data from students and instructor showed that use of the mobile technology could promote the effectiveness of cognitive apprenticeship model, especially for processes of reflection, coaching, scaffolding and articulation. Originality/value The present study intended to bridge the gap between mobile technologies and cognitive apprenticeship. This study explores students’ experiences and expectations of using mobile technology in clinical nursing courses and clarifies how the cognitive apprenticeship model fits students’ experiences during using mobile technology in the clinical nursing course.

scholarly journals MOBILE TECHNOLOGY USED IN AN ADVENTUROUS OUTDOOR LEARNING ACTIVITY: A CASE STUDY

2012 ◽  
Vol 44 (1) ◽  
pp. 64-71
Author(s):  
Viera Palmárová ◽  
Gabriela Lovászová
Keyword(s):  
Mobile Technology ◽  
School Context ◽  
Learning Activity ◽  
After School ◽  
Special Focus ◽  
Outdoor Learning ◽  
Digital Devices ◽  
Current Location ◽  
Competitive Nature

Digital devices like smart phones, tablets, PDAs and GPS navigators provide teachers in primary and secondary schools with new and attractive chances to teach in a constructivist/constructionist way. The research was aimed at designing an engaging outdoor learning activity based on collaboration and active using of mobile technology. The suggested learning activity was inspired by a real-world treasure hunting game called Geocaching and was realized with 2 groups of pupils aged 10-14. Children used a GPS-enabled PDA to navigate from their current location to another. They encountered various types of problems while collecting hints needed to calculate the final location of a hidden container. Even collaboration between competing teams was necessary in order to succeed. The case study gives an example of a well-designed constructivist/constructionist learning activity with special focus on informatics education but can be easily adapted for using in any other school subject or some after-school context as well. The adventurous and competitive nature of the learning activity resulted in high intrinsic motivation to learn, so the educational objectives could be reached effectively. Reported findings are grounded in observations made during the learning activity as well as the interviews with participants. Key words: constructivism, Geocaching, informatics education, mobile technology.

scholarly journals Advancing the m-learning research agenda for active, experiential learning: Four case studies

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Laurel Evelyn Dyson ◽  
Andrew Litchfield ◽  
Elaine Lawrence ◽  
Ryszard Raban ◽  
Peter Leijdekkers
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Research Agenda ◽  
Economic Sustainability ◽  
Student Body ◽  
High Quality ◽  
Learning Practices ◽  
Learning Research

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

Managing work-life boundaries with mobile technologies

2015 ◽  
Vol 28 (1) ◽  
pp. 34-71 ◽  
Author(s):  
Karlene Cousins ◽  
Daniel Robey
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Material Properties ◽  
Management Practices ◽  
Management Strategies ◽  
Work Life ◽  
Mobile Technologies ◽  
Core Material ◽  
Boundary Management ◽  
Content Type

Purpose – The purpose of this paper is to explore the role that mobile technologies play in mobile workers’ efforts to manage the boundaries between work and non-work domains. Previous theories of work-life boundary management frame boundary management strategies as a range between the segmentation and integration of work-life domains, but fail to provide a satisfactory account of technology’s role. Design/methodology/approach – The authors apply the concept of affordances, defined as the relationship between users’ abilities and features of mobile technology, in two field studies of a total of 25 mobile workers who used a variety of mobile devices and services. Findings – The results demonstrate that the material features of mobile technologies offer five specific affordances that mobile workers use in managing work-life boundaries: mobility, connectedness, interoperability, identifiability and personalization. These affordances persist in their influence across time, despite their connection to different technology features. Originality/value – The author found that mobile workers’ boundary management strategies do not fit comfortably along a linear segmentation-integration continuum. Rather, mobile workers establish a variety of personalized boundary management practices to match their particular situations. The authors speculate that mobile technology has core material properties that endure over time. The authors surmise that these material properties provide opportunities for users to interact with them in a manner to make the five affordances possible. Therefore, in the future, actors interacting with mobile devices to manage their work-life boundaries may experience affordances similar to those the authors observed because of the presence of the core material properties.

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