Using Mobile Technologies in Education

2017 ◽  
Vol 13 (4) ◽  
pp. 77-90 ◽  
Author(s):  
Célio Gonçalo Cardoso Marques ◽  
António Manso ◽  
Ana Paula Ferreira ◽  
Felisbela Morgado
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Mobile Technologies ◽  
Ministry Of Education ◽  
Digital Repository ◽  
Learning To Read ◽  
Level Of Satisfaction ◽  
Complex Process ◽  
High Level ◽  
And Training

The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assessing reading skills against the curricular targets set by the Ministry of Education. Letrinhas was evaluated by specialists and users and a high level of satisfaction was observed among students and teachers as time and effort spent to consolidate reading is considerably reduced with this application. This evaluation also enabled to identify features that will be available in the future.

Using Mobile Technologies in Education

2020 ◽  
pp. 156-170
Author(s):  
Célio Gonçalo Cardoso Marques ◽  
António Manso ◽  
Ana Paula Ferreira ◽  
Felisbela Morgado
Keyword(s):  
Information System ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Mobile Technologies ◽  
Ministry Of Education ◽  
Digital Repository ◽  
Level Of Satisfaction ◽  
Complex Process ◽  
High Level ◽  
And Training

The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assessing reading skills against the curricular targets set by the Ministry of Education. Letrinhas was evaluated by specialists and users and a high level of satisfaction was observed among students and teachers as time and effort spent to consolidate reading is considerably reduced with this application. This evaluation also enabled to identify features that will be available in the future.

Barriers and Challenges Facing Pre-Service Teachers Use of Mobile Technologies for Teaching and Learning

2016 ◽  
pp. 1665-1686 ◽  
Author(s):  
Kevin Burden ◽  
Paul Hopkins
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Research Literature ◽  
Mobile Technologies ◽  
Attitudes And Beliefs ◽  
Education Theory ◽  
Postgraduate Qualification ◽  
Barriers And Challenges ◽  
One Year ◽  
And Training

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article concludes with implications for practice in teacher education, theory and areas for further research.

scholarly journals A view through the long lens: Pre-service teachers' perceptions of multi-campus course delivery

2016 ◽  
Vol 13 (5) ◽  
pp. 155-163
Author(s):  
Bernadette Walker-Gibbs ◽  
◽  
Louise Paatsch ◽  
Janet Moles ◽  
Bonnie Yim ◽  
...  
Keyword(s):  
Support Services ◽  
Teaching And Learning ◽  
Rural And Remote ◽  
Learning Materials ◽  
University Campuses ◽  
Teachers Perceptions ◽  
Regional University ◽  
Level Of Satisfaction ◽  
High Level ◽  
Key Staff

This paper explores the results of a survey that was conducted with 277 pre-service teachers studying at two regional university campuses in Victoria, Australia in 2014. Data showed that participants expressed high level of satisfaction with the quality of their undergraduate courses in education including the flexible teaching and learning experiences. However, many reported experiencing frustration with accessing cloud-based learning materials and support services, including communication with lecturers. Challenges in accessing learning materials were mainly attributed to slow internet speed which increased the time taken to download resources. Access to support services and lecturers was made difficult because many key staff were located at the larger, urban campuses, thus sometimes causing delay in communication with them. This study recommends that university faculties review the accessibility of services, facilities and resources for rural and remote students. Recommendations include greater attention to the presentation of online learning materials to ensure accessibility for all students, regardless of internet speed and location. Moreover, findings showed that by closer examination of the accessibility of services to reflect the reality and complexity of students’ lives, universities could increase equity for rural and remote students.

scholarly journals FACTORS OF FORMING COMPETENCE OF FACILITATORS THROUGH INVOLVEMENT IN THE PROCESS OF TEACHING AND LEARNING AND WORK ENVIRONMENTS ON DEVELOPMENT EMPOWERMENT TEACHER AND EDUCATION PERSONAL (PPPPTK-IPA) - INDONESIA

2019 ◽  
Vol 2 (1) ◽  
pp. 33-42
Author(s):  
Imas Komariyah ◽  
Komarudin Komarudin
Keyword(s):  
Work Environment ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
Work Environments ◽  
Ministry Of Education ◽  
Qualitative And Quantitative ◽  
Training Activities ◽  
Training Institutions ◽  
And Training

The facilitator is a person who has the ability and expertise in the field, so that it is able to perform the tasks and functions with maximal ability in implementing learning training activities. Improvement and development of the competence of facilitators can be done individually. Development and Empowerment Teacher and Education Personal (PPPPTK-IPA), education and training institutions is functional in the field of natural sciences under the banner of the Ministry of education and culture. This research aims to analyze the factors forming the competence of facilitators is determined through the Involvement In The Process of Teaching and Learning and work environment. Research methods using the mix method (method of qualitative and quantitative). Data collection is done by observation, interviewing, documentation, and questionnaires against 41 respondents. Involvement in the process of teaching and learning and work environment can improve the competence of facilitators.

Barriers and Challenges Facing Pre-Service Teachers' Use of Mobile Technologies for Teaching and Learning

2018 ◽  
pp. 1607-1628
Author(s):  
Kevin Burden ◽  
Paul Hopkins
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Research Literature ◽  
Mobile Technologies ◽  
Attitudes And Beliefs ◽  
Education Theory ◽  
Postgraduate Qualification ◽  
Barriers And Challenges ◽  
One Year ◽  
And Training

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article concludes with implications for practice in teacher education, theory and areas for further research.

Mobile Learning

2009 ◽  
pp. 108-116 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Patrivan K. Yuen
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Age Groups ◽  
Global Scale ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Learning Modules ◽  
Tablet Pcs ◽  
High Bandwidth ◽  
And Training

The mobile revolution is finally here. The evidence of mobile penetration and adoption is irrefutable: smartphones, personal digital assistants (PDAs), portable game devices, portable media players, MP3 and MP4 players, tablet PCs, and laptops abound and can be found everywhere. Also, the increasing availability of high-bandwidth network infrastructures and advances in wireless technologies have opened up new accessibility opportunities (Kinshuk, 2003). No demographic is immune from this phenomenon. People from all walks of life and in all age groups are increasingly connected and communicate electronically with each other nearly everywhere they go (Wagner, 2005). The development of and adoption rate of mobile technologies are advancing rapidly on a global scale (Brown, 2005). Since 2000, there is considerable interest from educators and technical developers in exploiting the universal appeal and unique capabilities of mobile technologies for the use in education and training settings (Naismith, Lonsdale, Vavoula, & Sharples, 2004). The use of mobile technologies to support, enhance, and improve access to learning is a relatively new idea and many learners are quite comfortable with various mobile devices. Mlearning (mobile learning) is consequently an emerging concept as educators are beginning to explore more with mobile technologies in teaching and learning environments. Already, there are numerous applications for mobile technologies in education—from the ability to transmit learning modules and administrative data wirelessly, to enabling learners to communicate with instructors and peers “on-the-go” (Brown, 2005).

scholarly journals Policy Transformations about ICT Applying in Learning and Teaching in Vietnamese General Educational System

2020 ◽  
Author(s):  
Pham Thi Thanh Hai ◽  
Nguyen Duc Nguyen
Keyword(s):  
Teaching And Learning ◽  
Educational Innovation ◽  
Education And Training ◽  
Ministry Of Education ◽  
Important Place ◽  
Learning And Teaching ◽  
Policy Transformations ◽  
The Government ◽  
New Policies ◽  
And Training

Informatiom Communication Technology (ICT) has an important place in the educational innovation program. New policies on educational innovation are built on the premises and prospects of effective ICT application in teaching and learning (Richards, 2004). Studies on ICT application in teaching and Electronic Book or Digital Hydbrid Text in Education and Training have been researched and developed by serveral countries in the US and Europe. This article analyzes some policies for ICT application in teaching and educational innovation in Vietnam. These policies are analyzed according to the approaches to the Government of Vietnam Orientation on the application of information technology in education; The Ministry of Education and Training's policies on the Vietnamese education renovation requirements, ICT equipment infrastructure, the capacity of teachers to apply ICT in teaching. The research results show that the government has tried to give directions for ICT to be widely applied from management to teaching activities. The Ministry of Education and Training has also issued circulars and specific instructions to promptly implement orientations from the government. However, the approach to applying ICT in education has many multidimensional and too broad theoretical bases. The instructions on ICT are too sketchy and not yet specific for the application of ICT in teaching and learning.

scholarly journals KO and classification instruction objectives: Are we keeping up with the transformation of our field?

NASKO ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 112 ◽  
Author(s):  
Michèle Hudon ◽  
Laure Amélie Guitard
Keyword(s):  
Teaching And Learning ◽  
Learning Objectives ◽  
Digital Form ◽  
Taxonomic Level ◽  
The Past ◽  
Course Objectives ◽  
Complex Process ◽  
High Level

Each objective listed in courses entirely or partially dedicated to knowledgeorganization (KO) and bibliographic classification in 30 distinct LIS programs was categorized as to: 1. its nature; 2. its subject; 3. its focus; 4. its taxonomic level. The results tend to reinforce observations made over the past 30 years in relation to KO and classification courses. Teaching and learning objectives tend to bevery general, with a clearly dominant theoretical focus. Few objectives focus specifically on the complex process of analyzing subjects, and on new types of skills now required to work with classification structures available in digital form. And even if KO educators recognize the necessity for students to develop high-level analytic and evaluative skills, there are very few references to those skills in current course objectives.

scholarly journals Student’s Online Learning Level during the Pandemic from the Perspective of Lecturers in a Teacher Training Institute

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Norsita binti Ali ◽  
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Movement Control ◽  
Online Classes ◽  
Control Order ◽  
High Level ◽  
New Situation ◽  
And Training ◽  
Training Institute

COVID-19 has been declared as a pandemic, an epidemic of a disease that spreads so widely across the world. Thus the Malaysian government has enforced the Movement Control Order (MCO) effective 18th March 2020 to curb the spread of the virus which includes the closure of all educational institutes. In order to ensure that all teaching and learning process (T&L) continue smoothly, the Teacher Education Institute or locally known as Institut Pendidikan Guru (IPG), has adopted the online T&L platforms to deliver lessons. This study was conducted to identify the IPG lecturers’ perspective of student teachers’ online learning level during the pandemic. It also explores the support required by the lecturers in implementing online T&L. This study used a quantitative approach which is supported by qualitative findings. The sample of the study were 806 IPG lecturers who were given questionnaires in the form of 5-point Likert Scale items and open ended questionnaires. The finding of the study indicated a high level of students' learning with mean scores exceeding 4.0 for all items where the highest mean was for the item ‘students attend online classes’ (mean=4.49, SD=0.77). The qualitative analysis of the open ended questions showed that IPG lecturers needed support in the form of internet access, guidance and training to utilise the online platforms for T&L, and technical and moral support to help increase students’ level learning. The results of the study implicate that both the lecturers and students need to strive harder to familiarise themselves with this new situation and to ensure that the online T&L runs smoothly and effectively

scholarly journals Learning to Read in English in Different Environments: A Case of Selected Schools in Lusaka and Mufulira Districts

2021 ◽  
Vol 2 (1) ◽  
pp. 69-85
Author(s):  
Georginah Njapau ◽  
John Luangala
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Group Discussions ◽  
Reading Tests ◽  
Public And Private ◽  
Reading Levels ◽  
Learning To Read ◽  
Grade 3

This study mainly focused on learning to Read in English in Differing Environments. Selected public and private schools in Lusaka and Mufulira urban districts in Zambia were targeted, with a population of all Grade 3 learners, totaling 150. Reading tests, semi-guided interviews, focus group discussions and a check list for lesson observation were done. A qualitative approach was used to probe and to get deep insights of how reading in English was taught. The qualitative data was analysed through the identification of teachers' common themes, descriptions and experiences. Conclusions were reached and analysed with reference to the research questions. Quantitative data was analysed using a t-test to compare the reading levels between learners in public basic and private schools. The findings indicate that learners in private schools have a conducive environment for learning how to read in English. The study found that public basic schools do not use the recommended PRP. Public schools did not have enough teaching and learning materials. It was established that learners in public schools did not read according to their reading levels while learners in private schools did that effectively. The recommendations were that the Ministry of Education needed to provide enough equipment and materials, and train teachers appropriately as well as early out regular inspection exercises. In the same way, it was incumbent on the school authorities to cooperate with parents.

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