scholarly journals Teaching and Learning Physics with Smartphones

2015 ◽  
Vol 17 (1) ◽  
pp. 31-50 ◽  
Author(s):  
M. Á. González ◽  
Manuel Á. González ◽  
M. Esther Martín ◽  
César Llamas ◽  
Óscar Martínez ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Teaching And Learning ◽  
Low Cost ◽  
Positive Influence ◽  
Mobile Technologies ◽  
Traditional Learning ◽  
Know How ◽  
Measurement Devices ◽  
The One ◽  
Physics Experiments

The use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of this applications has proved to have very positive influence on the students' engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones' sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors' data are programmed.

scholarly journals Teaching and Learning Physics with Smartphones

2016 ◽  
pp. 866-885 ◽  
Author(s):  
M. Á. González ◽  
Manuel Á. González ◽  
M. Esther Martín ◽  
César Llamas ◽  
Óscar Martínez ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Low Cost ◽  
Positive Influence ◽  
The Other ◽  
Mobile Technologies ◽  
Traditional Learning ◽  
Know How ◽  
Measurement Devices ◽  
The One ◽  
Physics Experiments

The use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of this applications has proved to have very positive influence on the students' engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones' sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors' data are programmed.

IMPROVE THE INTERETATION OF STUDY SUBJECTS PANCASILA AND CITIZENSHIP EDUCATION BY APPLYING KONSTEXTUAL LEARNING MODEL BERBASIS A TASK IN CLASS INFORMATICS XI SMK BINA ECLECTUS ACADEMIC YEAR 2015/2016

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Hasanudin S. Usman
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Positive Influence ◽  
Motivation To Learn ◽  
Test Results ◽  
Applied Learning ◽  
Know How ◽  
Design Activities ◽  
The Subject ◽  
Academic Year

The purpose of this research is to know how to incerease the students’ learning achievement that has been applied learning contextual task-based learning model and to know the influence of contextual learning in  the task-based teaching model to improve achievemen and motivation to learn the material pe civis lesson.   This research is an action research by theree rounds. Each round consists of four phases. Design activities are observation, and revesion. The subject of the research is XI grade students of Bina Informatika Ternate accademic year 2015/2016. Data obtained in the form of a formative test results, observation sheet teaching and learning activities. The results of the research showed that students’ achivement increased from round I to III that the round 1, (70.00 % ), (92,50 %)  3 cycles, conclusions of this research is the method of cooperatif learning can be a positive influence on students motivation and achievement in material udaya politics in Indonesia. It means that this model can be used as one of the alternative learning for Pkn.            Kata  kunci: PKn, cooperative learning method

Inverted Constructivism to Leverage Mobile-Technology-Based Active Learning

2018 ◽  
pp. 240-258
Author(s):  
Doo Hum Lim ◽  
Kristie Tschopp-Harris
Keyword(s):  
Active Learning ◽  
Mobile Technology ◽  
Curriculum Design ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Low Cost ◽  
Primary Objective ◽  
Mobile Technologies ◽  
Design Development ◽  
The Social

The classroom environment in the 21st century has increasingly utilized many types of technologies as supplemental tools for teaching and learning including instructional design, development, and delivery. The level at which schools are encompassing more technology is often restrained by financial constraints and rapid advances in the static equipment, making the equipment outdated within a short period of time. However, the use of relatively low cost mobile technologies such as tablets and cell phones in the classroom setting have reduced the social and logistical barriers in education and enhanced the creative active learning processes. The primary objective of this chapter is to offer insights into the importance of using mobile technology to educate students in today's connected society and to identify the multi-faceted advantages of mobile technology within an active learning curriculum design to encourage a meaningful learner-centered experience.

scholarly journals AL-MAFHUM AL-ASASIY LI TATHWIR AL-MAWADD AT-TA’LIMIYYAH

ALSINATUNA ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Esti Indi Astuti
Keyword(s):  
Learning Process ◽  
Basic Concept ◽  
Teaching And Learning ◽  
Learning Material ◽  
Know How ◽  
Material Development ◽  
Good Learning ◽  
The One ◽  
And Function

Learning material is one of important things in a teaching and learning process. A good learning material is the one which is appropriate with the condition of the students. Therefore, it is necessary for all teachers to know how to develop a good learning material to make it suitable for the students in each level. This article conducts the basic concept of learning material development which consists of definition, characteristics, kinds and function of learning material, how to develop it and apply it well.

scholarly journals Exploration and Exploitation of Mobile Apps for English Language Teaching: A Critical Review

2021 ◽  
Vol 14 (4) ◽  
pp. 43
Author(s):  
Julius Irudayasamy ◽  
Sani Yantandu Uba ◽  
Carmel Antonette Hankins
Keyword(s):  
Mobile Applications ◽  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Research Review

With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.

scholarly journals Mobile Learning Apps in Instruction And Students Achievement

2017 ◽  
Vol 11 (1) ◽  
pp. 143 ◽  
Author(s):  
Sandhya Kattayat ◽  
Smitha Josey ◽  
Asha J.V
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Low Cost ◽  
Relevant Information ◽  
Learning System ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Learning Goals ◽  
Future Research ◽  
Reference Base

<p>The increasing availability of low-cost mobile and wireless devices and associated infrastructure heralds both opportunities and challenges for educational institutions and their teachers and learners.[1]Mobile telephones are inexpensive, accessible, and well positioned for the delivery of student support interventions. Low cost mobile technologies can be used to maintain and enhance contact with students and teachers, and, by logic and improve retention[2]Students reasons for withdrawal from a course can be due to: distance from the study centres; insufficient academic support; insufficient information on counselling and laboratory sessions; and other associated information.  As mobile phones become more ubiquitous, they are arguably well positioned to play a more central and effective role in providing students with much needed information – i.e., schedule of counselling and/ or laboratory sessions; and other relevant information related to their studies.[3]Most learning pedagogies from constructive learning and conversation theories can be adapted for a mobile learning environment. The key is to understand the strengths and weakness of a particular technology, while deploying good pedagogical practices to achieve specific learning goals.[3]It seems inevitable that m-learning will soon be an essential extension of e-learning[3] In the context of mobile learning, device type has a critical impact on teaching and learning.[4] Mobile learning is most prevalent at higher education institutions, followed by elementary schools. Mobile learning most frequently supports students in the professions and applied sciences, followed by the humanities and formal sciences.  The most highly cited articles fall into the categories of mobile learning system design and followed by effectiveness. In sum, this study of issues in mobile learning presents findings which can help supplement linkages with previous studies and forms an important reference base for the future research in mobile learning.[4]The basic elements of mobile learning are teacher , learner, content, environment and assessment.[7]</p>

scholarly journals The Analysis Of Smartphone Apps In Geomatics Education

2014 ◽  
Vol XL-6 ◽  
pp. 93-97 ◽  
Author(s):  
T.-A. Teo ◽  
H.-M. Wu ◽  
T.-Y. Shih ◽  
F. Tsai
Keyword(s):  
Global Positioning System ◽  
Mobile Applications ◽  
Low Cost ◽  
Geospatial Data ◽  
Smartphone Apps ◽  
Accuracy Requirement ◽  
Global Positioning ◽  
Cost Measurement ◽  
Measurement Devices ◽  
Google Play

Geomatics is a discipline of collecting, processing and analysing geospatial data. Data collection is a core process of geomatics which usually adopt precise equipment to measure geospatial data. With the development of technology, a smartphone in this present era is not simply for communication; several low cost measurement devices such as Global Positioning System (GPS), gyro and camera are assembled in a smartphone. Although the devices assembled in a smartphone could not meet the needs of accuracy requirement for many geomatics applications, millions of mobile applications (Apps) can be downloaded and installed from Google Play and Apple Store freely, and a variety of sensors can be chosen for user. Considering that the popularity and convenience of a smartphone, and assuming that the accuracy of those collected data is acceptable for learning purposes, it is expected that a smartphone can be employed in geomatics for hand-on education. For example, Vespucci OSM Editor is an App to edit the OpenStreetMap on Android. The user may have the hand-on experience on GPS positioning, web services and mapping via Vespucci OSM Editor. The aim of this paper is to collect and analyze different Apps for geomatics education. The Apps are classified into four categories, namely, surveying, remote sensing, GPS and Geographic Information System (GIS). In this paper, more than 20 free Apps are collected and analysed for different hand-on studies in geomatics education. Finally, all the related Apps are listed on a website for updating.

MOBILE APPLICATIONS FOR EDUCATION – AN INTERACTIVE WAY FOR TEACHING AND LEARNING

2019 ◽  
pp. 231-238
Author(s):  
Nadezhda Angelova
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Resources ◽  
Formal Learning ◽  
Learning And Teaching ◽  
Fast Access

Learning and teaching nowadays could be done at a different stage of our lives. Mobile technologies and applications support and facilitate the learning process because they provide easy and fast access to learning resources at any time and place. These applications can be successfully combined and used as a tool for formal and non-formal learning, offering interactive features that activate learners and create a new and familiar learning environment. This article aims to provide examples of educational mobile applications, their main features, as well as ways to be effectively used in the educational process.

Developing and Validating a M-Governance Framework Adoption Model of a University for Communication Services to Its Affiliated Institutions

2017 ◽  
Vol 7 (7) ◽  
pp. 484
Author(s):  
E. Ramganesh ◽  
E. Kirubakaran ◽  
D. Ravindran ◽  
R. Gobi
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Public Service ◽  
Mobile Applications ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Communication Services ◽  
Governance Framework ◽  
Social And Economic Development ◽  
Acceptance Model

The m-Governance framework of auniversity aims to utilize the massive reach of mobile phones and harness the potential of mobile applications to enable easy and round the-clock access to the services of its affiliated institutions.  In the current mobile age there is need for transforming e-governance services to m-Governance as m-Governance is not a replacement for e-Governance rather it complements e-Governance. With this unparalleled advancement of mobile communication technologies, universities are turning to m-governance to realize the value of mobile technologies for responsive governance and measurable improvements to academic, social and economic development, public service delivery, operational efficiencies and active stakeholder engagement. In this context the present study, aims to develop and validate a m-governance framework of a university by extending Technology Acceptance Model (TAM) with its prime stakeholders so called the Heads of the affiliated institutions. A survey instrument was developed based on the framework and it was administered with 20 Heads of the affiliated Institutions. The results also showed that the Heads of the affiliated Institutions expressed their favorableness towards m-governance adoption.

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

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