Pedagogical use of mobile technologies during Coronavirus school closure

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Edeh Michael Onyema ◽  
Ani Ukamaka Eucharia ◽  
Faluyi Samuel Gbenga ◽  
Akindutire Opeyemi Roselyn ◽  
Omachi Daniel ◽  
...  
Keyword(s):  
Mobile Apps ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Closure ◽  
Mobile Technologies ◽  
After School ◽  
School Closures ◽  
Pedagogical Tool ◽  
Continued Education ◽  
Students Attitudes

The unplanned closure of schools due to Coronavirus Disease 2019 (COVID-19) left millions of students out of schools. However, the use of mobile technologies offered opportunities for educators and students to engage in remote pedagogical activities during the school closures. The study investigated the effects of the usage of mobile technologies on educators’ and students’ pedagogical activities during the COVID-19 school closure, and on the students’ attitudes towards pedagogical activities during the COVID-19 school closure. A total of 150 questionnaires were administered to participants that consist of educators and students from different levels of education in Nigeria. The samples were selected through simple random sampling technique, and collected data were analyzed using percentages, frequencies, and statistical methods of regression and ANOVA. The results show that the use of mobile technologies had statistically significant effects on the pedagogical activities of students and educators during the COVID-19 school closure, and on the attitudes of students towards pedagogical activities during the COID-19 school closure. Majority of the participants agreed that the use of mobile technologies such as: laptops, mobile phones, mobile apps, MP3, and other PDAs positively influenced their pedagogical activities during the COVID-19 school closure. The study concludes that mobile technologies have become an important and promising pedagogical tool which can be harnessed to enhance ubiquitousness and continued education during and after school closure or outbreak of pandemics.

scholarly journals Time Trends of the Public’s Attention Toward Suicide During the COVID-19 Pandemic: Retrospective, Longitudinal Time-Series Study

10.2196/24694 ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. e24694
Author(s):  
Dayle Burnett ◽  
Valsamma Eapen ◽  
Ping-I Lin
Keyword(s):  
Mental Health ◽  
Kendall Test ◽  
The United States ◽  
School Closure ◽  
After School ◽  
Search Term ◽  
School Closures ◽  
Search Terms ◽  
Before And After ◽  
Interest Levels

Background The COVID-19 pandemic has overwhelmed health care systems around the world. Emerging evidence has suggested that substantially few patients seek help for suicidality at clinical settings during the COVID-19 pandemic, which has elicited concerns of an imminent mental health crisis as the course of the pandemic continues to unfold. Clarifying the relationship between the public’s attention to knowledge about suicide and the public’s attention to knowledge about the COVID-19 pandemic may provide insight into developing prevention strategies for a putative surge of suicide in relation to the impact of the COVID-19 pandemic. Objective The goal of this retrospective, longitudinal time-series study is to understand the relationship between temporal trends of interest for the search term “suicide” and those of COVID-19–related terms, such as “social distancing,” “school closure,” and “lockdown.” Methods We used the Google Trends platform to collect data on daily interest levels for search terms related to suicide, several other mental health-related issues, and COVID-19 over the period between February 14, 2020 and May 13, 2020. A correlational analysis was performed to determine the association between the search term ‘‘suicide’’ and COVID-19–related search terms in 16 countries. The Mann-Kendall test was used to examine significant differences between interest levels for the search term “suicide” before and after school closure. Results We found that interest levels for the search term “suicide” statistically significantly inversely correlated with interest levels for the search terms “COVID-19” or “coronavirus” in nearly all countries between February 14, 2020 and May 13, 2020. Additionally, search interest for the term ‘‘suicide’’ significantly and negatively correlated with that of many COVID-19–related search terms, and search interest varied between countries. The Mann-Kendall test was used to examine significant differences between search interest levels for the term “suicide” before and after school closure. The Netherlands (P=.19), New Zealand (P=.003), the United Kingdom (P=.006), and the United States (P=.049) showed significant negative trends in interest levels for suicide in the 2-week period preceding school closures. In contrast, interest levels for suicide had a significant positive trend in Canada (P<.001) and the United States (P=.002) after school closures. Conclusions The public’s attention to suicide might inversely correlate with the public’s attention to COVID-19–related issues. Additionally, several anticontagion policies, such as school closure, might have led to a turning point for mental health crises, because the attention to suicidality increased after restrictions were implemented. Our results suggest that an increased risk of suicidal ideation may ensue due to the ongoing anticontagion policies. Timely intervention strategies for suicides should therefore be an integral part of efforts to flatten the epidemic curve.

Mobile Learning for Social Change

2016 ◽  
pp. 363-377 ◽  
Author(s):  
Tseday Alehegn ◽  
Dominic Mentor
Keyword(s):  
Social Change ◽  
Civic Engagement ◽  
Democratic Education ◽  
Mobile Apps ◽  
Classroom Community ◽  
After School Programs ◽  
Mobile App ◽  
Mobile Technologies ◽  
After School ◽  
School Learning

This chapter focuses on how mobile apps and smartphones can be used to enhance democratic education in schools and society at large, why such opportunities need to be more seriously considered as integral to the school learning environment, and how it can empower citizens for civic engagement. Using Dewey's philosophy of democratic education this chapter provides examples of mobile apps designed through classroom, community-based or after school programs that provide youth with coding training opportunities as well as macro-level highlights of civic engagement for social change. Reviewing theories of technology – from determinism to social embeddedness – this chapter reflects on the inherent “democratic” design of mobile technologies, as well as the challenge to embrace the interest that youth and society in general have for mobile app use. It is a call to promote mobile-driven democratic education in an environment encouraging continuous learning as well as cultivating and leveraging mobile technologies to develop an informed public voice and participatory agency.

Mobile Learning for Social Change

2019 ◽  
pp. 412-426
Author(s):  
Tseday Alehegn ◽  
Dominic Mentor
Keyword(s):  
Social Change ◽  
Civic Engagement ◽  
Democratic Education ◽  
Mobile Apps ◽  
Classroom Community ◽  
After School Programs ◽  
Mobile App ◽  
Mobile Technologies ◽  
After School ◽  
School Learning

This chapter focuses on how mobile apps and smartphones can be used to enhance democratic education in schools and society at large, why such opportunities need to be more seriously considered as integral to the school learning environment, and how it can empower citizens for civic engagement. Using Dewey's philosophy of democratic education this chapter provides examples of mobile apps designed through classroom, community-based or after school programs that provide youth with coding training opportunities as well as macro-level highlights of civic engagement for social change. Reviewing theories of technology – from determinism to social embeddedness – this chapter reflects on the inherent “democratic” design of mobile technologies, as well as the challenge to embrace the interest that youth and society in general have for mobile app use. It is a call to promote mobile-driven democratic education in an environment encouraging continuous learning as well as cultivating and leveraging mobile technologies to develop an informed public voice and participatory agency.

scholarly journals MOBILE CHATTING BEHAVIOUR OF ARTS AND SCIENCE COLLEGE STUDENTS

2016 ◽  
Vol 4 (7(SE)) ◽  
pp. 32-39
Author(s):  
N. Ramakrishnan ◽  
Johnsi Priya
Keyword(s):  
College Students ◽  
Tamil Nadu ◽  
Mobile Apps ◽  
Economic Status ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Age Group ◽  
Socio Economic Status ◽  
The People ◽  
Science College

Mobile connectivity is the order of the day. Personas irrespective of their socio-economic status possess mobile device either basic or advanced android or windows or IOS. The chat applications have become popular with younger generation. It has started trickling down to children below the age of eighteen. The behaviour has influenced the aged also. The mobile chat applications have no barriers with regard to age group, nativity, social status and economic status. The increasing dominance of these mobile chat applications need to be studied. It has been eating away our young people’s time and mind. The recent election in Tamil Nadu is the best example. Parties have used these chat applications to make their comments, appeals, abuses and pleas. Wherever we go it is obvious that the students sit with mobile apps ignoring the presence of others. It has become the natural quest of everyone who is penchant in doing research to take up a study on this behaviour. Hence, the investigators have taken up this study to find out arts and science college students mobile chatting behaviour like use of chat applications, time of chatting and chatting with the people associated with them. The study has used simple random sampling technique of 300 arts and science college students of Chennai area. The findings of the study reveal that there are four chat applications namely WhatsApp, Messenger, Skype and Hang out occupying first, second, third and fourth places respectively among arts and science college students.

scholarly journals Time Trends of the Public’s Attention Toward Suicide During the COVID-19 Pandemic: Retrospective, Longitudinal Time-Series Study (Preprint)

2020 ◽  
Author(s):  
Dayle Burnett ◽  
Valsamma Eapen ◽  
Ping-I Lin
Keyword(s):  
Mental Health ◽  
Kendall Test ◽  
The United States ◽  
School Closure ◽  
After School ◽  
Search Term ◽  
School Closures ◽  
Search Terms ◽  
Before And After ◽  
Interest Levels

BACKGROUND The COVID-19 pandemic has overwhelmed health care systems around the world. Emerging evidence has suggested that substantially few patients seek help for suicidality at clinical settings during the COVID-19 pandemic, which has elicited concerns of an imminent mental health crisis as the course of the pandemic continues to unfold. Clarifying the relationship between the public’s attention to knowledge about suicide and the public’s attention to knowledge about the COVID-19 pandemic may provide insight into developing prevention strategies for a putative surge of suicide in relation to the impact of the COVID-19 pandemic. OBJECTIVE The goal of this retrospective, longitudinal time-series study is to understand the relationship between temporal trends of interest for the search term “suicide” and those of COVID-19–related terms, such as “social distancing,” “school closure,” and “lockdown.” METHODS We used the Google Trends platform to collect data on daily interest levels for search terms related to suicide, several other mental health-related issues, and COVID-19 over the period between February 14, 2020 and May 13, 2020. A correlational analysis was performed to determine the association between the search term ‘‘suicide’’ and COVID-19–related search terms in 16 countries. The Mann-Kendall test was used to examine significant differences between interest levels for the search term “suicide” before and after school closure. RESULTS We found that interest levels for the search term “suicide” statistically significantly inversely correlated with interest levels for the search terms “COVID-19” or “coronavirus” in nearly all countries between February 14, 2020 and May 13, 2020. Additionally, search interest for the term ‘‘suicide’’ significantly and negatively correlated with that of many COVID-19–related search terms, and search interest varied between countries. The Mann-Kendall test was used to examine significant differences between search interest levels for the term “suicide” before and after school closure. The Netherlands (<i>P</i>=.19), New Zealand (<i>P</i>=.003), the United Kingdom (<i>P</i>=.006), and the United States (<i>P</i>=.049) showed significant negative trends in interest levels for suicide in the 2-week period preceding school closures. In contrast, interest levels for suicide had a significant positive trend in Canada (<i>P</i>&lt;.001) and the United States (<i>P</i>=.002) after school closures. CONCLUSIONS The public’s attention to suicide might inversely correlate with the public’s attention to COVID-19–related issues. Additionally, several anticontagion policies, such as school closure, might have led to a turning point for mental health crises, because the attention to suicidality increased after restrictions were implemented. Our results suggest that an increased risk of suicidal ideation may ensue due to the ongoing anticontagion policies. Timely intervention strategies for suicides should therefore be an integral part of efforts to flatten the epidemic curve.

Mobile Learning for Social Change

2019 ◽  
pp. 623-637
Author(s):  
Tseday Alehegn ◽  
Dominic Mentor
Keyword(s):  
Social Change ◽  
Civic Engagement ◽  
Democratic Education ◽  
Mobile Apps ◽  
Classroom Community ◽  
After School Programs ◽  
Mobile App ◽  
Mobile Technologies ◽  
After School ◽  
School Learning

This chapter focuses on how mobile apps and smartphones can be used to enhance democratic education in schools and society at large, why such opportunities need to be more seriously considered as integral to the school learning environment, and how it can empower citizens for civic engagement. Using Dewey's philosophy of democratic education this chapter provides examples of mobile apps designed through classroom, community-based or after school programs that provide youth with coding training opportunities as well as macro-level highlights of civic engagement for social change. Reviewing theories of technology – from determinism to social embeddedness – this chapter reflects on the inherent “democratic” design of mobile technologies, as well as the challenge to embrace the interest that youth and society in general have for mobile app use. It is a call to promote mobile-driven democratic education in an environment encouraging continuous learning as well as cultivating and leveraging mobile technologies to develop an informed public voice and participatory agency.

The Impact of School Closures on Equity of Access in Chicago

2016 ◽  
Vol 49 (1) ◽  
pp. 53-80 ◽  
Author(s):  
Jin Lee ◽  
Christopher Lubienski
Keyword(s):  
Public Schools ◽  
Race And Ethnicity ◽  
School Closure ◽  
After School ◽  
Poverty Level ◽  
School Closures ◽  
School Closing ◽  
Before And After ◽  
Closure Policy ◽  
The Impact

This study examines the impact of school closures on the sociospatial distribution of equitable access to schooling following the school closure policy pursued by the Chicago Public Schools in 2013. By examining access in terms of proximity between students and schools, the study estimates the changes in accessibility before and after school closings. The change in accessibility is compared with density maps constructed around a number of variables, including population aged 5 through 14 by race and ethnicity, proportion of families with children younger than 18 years old below the poverty level, and crime incidence during the previous 12 months. The overall results suggest that school closing may cause sociogeographic inequality in access to education.

Challenges in perspective of life skills acquisition; implication for placement of life skills in university curriculum

2020 ◽  
Vol 24 (4) ◽  
pp. 189-194
Author(s):  
Wasim Khan ◽  
Salahuddin Khan ◽  
Tasleem Arif ◽  
Sohail R. Khan
Keyword(s):  
Life Skills ◽  
Student Athletes ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Skills Acquisition ◽  
Significance Level ◽  
Khyber Pakhtunkhwa ◽  
Educational Curriculum

Background and Study Aim: The main purpose behind the study was to establish the challenges in relation to the acquisition of life skills among university student-athletes of Khyber Pakhtunkhwa. The study assessed the extent to which the concern existing resources, facilitators, and trainer attitude influences life skills acquisition among student-athletes. Material and Methods: Descriptive survey research design was followed to obtain desirable results. The target population of this study consisted of all those who participated in different sport at the university level of Khyber Pakhtunkhwa (KP), Pakistan. Amongst them, we selected a representative sample (n=389 fifty 50% of the total population) with the help of a simple random sampling technique. The Statistical Package for Social Sciences (SPSS) version, 24 was used to code and analyse the data. The hypotheses were tested by applying statistical tests like Step-wise regression and independents sample t-test. The significance level of 0.05 was fixed to accept or reject the set hypotheses. Results: Findings of the study indicated that existing resources, facilitators, and trainer/coach attitude significantly influences life skills acquisition among student-athletes (.001, .001 & .000 < .05). The analysed data revealed no significantly difference regarding extent to which specific challenges such as existing resources, facilitators, and trainer attitude influences the acquisition of life skills (.500, .133 & .149 > .05). Conclusions: The findings of the study revealed that all participants have agreed upon the importance of life skills. Therefore, the life skills course might be considered as an integral part of every educational curriculum of Pakistan. It is suggested that a minimum of 2 hours per week may be included in the educational curriculum of each discipline.

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

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