A Historical Materialist Analysis of the Debate in Swedish Print Media on Mobile Phones in School Settings

2014 ◽  
Vol 6 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Torbjörn Ott
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Educational System ◽  
Teaching And Learning ◽  
Print Media ◽  
School Staff ◽  
School Settings ◽  
Contemporary Research ◽  
Historical Materialist ◽  
Learning Concept

The use of mobile phones for teaching and learning in schools has been a controversial matter. In this paper the debate in two Swedish newspapers on the use of mobile phones in schools is analysed using a historical materialist framework. The results are discussed in relation to contemporary research on mobile learning. The analysis reveals that the debate has been a consequence of a conflict of control of the process of learning in schools. Statements from the stakeholders in the debate indicate that it primarily has been a conflict between those who rule school, the legislators, and those who are ruled, the school staff and the pupils. Knowledge of this could contribute to the understanding of difficulties occurring when implementing a mobile learning concept in the educational system.

A Historical Materialist Analysis of the Debate in Swedish Print Media on Mobile Phones in School Settings

2015 ◽  
pp. 1118-1132
Author(s):  
Torbjörn Ott
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Educational System ◽  
Teaching And Learning ◽  
Print Media ◽  
School Staff ◽  
School Settings ◽  
Contemporary Research ◽  
Historical Materialist ◽  
Learning Concept

The use of mobile phones for teaching and learning in schools has been a controversial matter. In this paper the debate in two Swedish newspapers on the use of mobile phones in schools is analysed using a historical materialist framework. The results are discussed in relation to contemporary research on mobile learning. The analysis reveals that the debate has been a consequence of a conflict of control of the process of learning in schools. Statements from the stakeholders in the debate indicate that it primarily has been a conflict between those who rule school, the legislators, and those who are ruled, the school staff and the pupils. Knowledge of this could contribute to the understanding of difficulties occurring when implementing a mobile learning concept in the educational system.

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 Research Trends in the Use of Mobile Learning in Mathematics

2015 ◽  
Vol 7 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Helen Crompton ◽  
Diane Burke
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Mathematical Concept ◽  
Research Trends ◽  
Exponential Rate ◽  
Main Research ◽  
School Settings ◽  
New Findings ◽  
Year 2000

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings emerged: (1) The primary purpose of most studies was to focus on evaluating mobile learning. (2) Case studies and experimental design were the main research methods. (3) Most studies report positive learning outcomes; (4) Mobile phones were the mobile device used most often. (5) Elementary school settings were the most common research context. (6) The majority of researchers did not identify a specific mathematical concept being studied. (7) The majority of the studies took place in formal educational contexts; and (8) research on mobile learning in mathematics is geographically diverse.

scholarly journals Designing mobile learning: Empirical journey to reality in Malaysian secondary school context

2019 ◽  
Vol 4 (1) ◽  
pp. 13
Author(s):  
Rashidah Rahamat
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
School Context ◽  
Quantitative Measure ◽  
Primary Objective ◽  
Learning Context ◽  
Need Analysis ◽  
Learning Concept

Designing a conducive and meaningful learning environment in the teaching and learning is thought-provoking tasks. The use of teaching materials will be one of the resources and normally teachers or the practitioners will need to put a lot of considerations will assist teachers in creating the desired learning outcomes. This paper aims to share the initial steps engaged in the process of creating a mobile learning concept which is applicable for Malaysian Secondary School Education. Therefore, the mixture of qualitative and quantitative measure was deployed in order to achieve the primary objective of creating a workable mobile learning concept. The findings from analysing 40 documents had unlocked a few gaps to be filled in: they enabled the focus to be on the small �l� component for the English Language secondary school syllabus as well as on the feasible methodology to be applied for the real mobile language learning context. Whereas the input from the need analysis provided more insights on how the content for the dry literature components could be arranged in the learning context. Hence, by combining the input from the documents analysis and need analysis data, they had proven to be empirically and beneficially useful steps to be taken before embarking on the actual conception of any teaching and learning design to be proposed or implemented. These initial steps had proven to be beneficial for the next stage of designing the mobile learning environment in Malaysian secondary school context.

scholarly journals Research Trends in the Use of Mobile Learning in Mathematics

2016 ◽  
pp. 2090-2104 ◽  
Author(s):  
Helen Crompton ◽  
Diane Burke
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Mathematical Concept ◽  
Research Trends ◽  
Exponential Rate ◽  
Main Research ◽  
School Settings ◽  
New Findings ◽  
Year 2000

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings emerged: (1) The primary purpose of most studies was to focus on evaluating mobile learning. (2) Case studies and experimental design were the main research methods. (3) Most studies report positive learning outcomes; (4) Mobile phones were the mobile device used most often. (5) Elementary school settings were the most common research context. (6) The majority of researchers did not identify a specific mathematical concept being studied. (7) The majority of the studies took place in formal educational contexts; and (8) research on mobile learning in mathematics is geographically diverse.

scholarly journals THE WONDERS OF MOBILE PHONE TECHNOLOGY IN TEACHING AND LEARNING ENGLISH

2017 ◽  
Vol 3 (1) ◽  
pp. 57
Author(s):  
Agelyia Murugan ◽  
George Teoh Boon Sai
Keyword(s):  
Mobile Phone ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Language Skills ◽  
Learning Technology ◽  
Mobile Learning Technology ◽  
Technology In Teaching ◽  
Mobile Phone Applications ◽  
Learning English

Using digital tools such as Mobile phones in learning environment is beneficial as the device which is capable to present learning content and provide a wireless two-ways communication between the educator and learners. A review of researches done in Malaysia shows that studies are still focusing on the readiness of the educators and learners in using mobile learning technology in teaching and learning. This paper advocates the use of mobile phones in teaching and learning English. Theories relating to mobile learning highlight the importance of control, context, and communication elements in mobile learning. These three elements are important in knowledge building and support the positive behavioural change of the learners. Apart from that, mobile phones enable the learners to strengthen their language skills as it promotes an environment that motivates the learners to be explorative. In order to meet the students� needs, there are many types of mobile phone applications that assist learning such as discussion forum, text-based activities, audio-based learning, and interactive game-based language learning. The paper significantly highlights the importance of mobile phones and mobile phone applications which allow language learners to learn and enrich their language anytime and anywhere because the learning process can happen while on the move. Keywords: mobile learning technology, mobile phone, English language skills

Learning Goes Mobile

2016 ◽  
pp. 650-675
Author(s):  
Ana Iglesias Rodríguez ◽  
Blanca García Riaza
Keyword(s):  
University Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Resources ◽  
Development Research ◽  
Successful Development ◽  
Learning Practices

Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.

Mobile Learning in and out of the K-12 Classroom

2019 ◽  
pp. 839-849 ◽  
Author(s):  
Pena L. Bedesem ◽  
Tracy Arner
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Mobile Technology ◽  
Mobile Device ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Emerging Technology ◽  
Mobile Technologies ◽  
Important Research ◽  
K 12

Today there is widespread ownership of mobile technology, including mobile phones, tablets, Chromebooks, among school-aged youth. To wit, researchers report that nearly 70% of 8- to 18-year-olds own their own mobile device. In parallel with increased accessibility and usage, researchers in various fields of education have begun to explore how mobile technology can impact teaching and learning. In this chapter, the work of pioneering scholars in the area of emerging technology in K-12 education are discussed. Next, a description is provided of the current scientific knowledge on the ways in which mobile technologies are used by students in K-12 education. Then, important research is reviewed that highlights the added effects of mobile technology to support non-traditional learners. Lastly, recommendations for future lines of investigation and further reading are discussed.

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