Exploring the Integration of Handheld Device Applications in Teaching and Learning in Textiles, Clothing and Design Programmes in Universities in Zimbabwe

2017 ◽  
Vol 17 (1) ◽  
pp. 1-15
Author(s):  
Chipo Dzikite
Keyword(s):  
Teaching And Learning ◽  
Handheld Device ◽  
Device Applications

Hex-band antenna for slim handheld device applications

2009 ◽  
Vol 51 (11) ◽  
pp. 2527-2530 ◽  
Author(s):  
Shirook M. Ali ◽  
Houssam Kanj
Keyword(s):  
Handheld Device ◽  
Device Applications

scholarly journals REVITALIZING EDUCATION THROUGH: INTEGRATING TELEGRAM AS CORRECTIVE FEEDBACK IN LANGUAGE TEACHING

2017 ◽  
Vol 17 (1) ◽  
pp. 6
Author(s):  
Muhammad Ladan Bello ◽  
Hadiza Bello Dange
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Smart Phones ◽  
Handheld Device ◽  
Use Of Technology ◽  
Language Classroom ◽  
Second Language Teachers

Recently the use of technology and its integration into the curriculum has gained a great importance. One of this technological devices is mobile phones which is usually banned at school due to the distractions and problems caused by different built-in and installed applications, However, the use of these installed applications such as Telegram on these handheld device especially smart phones in second language teaching is going to assist in effective language teaching and allow students to actively participate in teaching and learning. Keeping all these in mind, the purpose of this presentation is to provide the required information for second language teachers so that they can make use of Telegram efficiently in language classroom.

Historic Monument Education

2011 ◽  
pp. 138-169 ◽  
Author(s):  
Ju-Ling Shih ◽  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang
Keyword(s):  
Social Relationships ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Handheld Device ◽  
Historic Monument ◽  
Post Class ◽  
Group Interviews ◽  
Learning Principles ◽  
Positive Effect

The aim of this research was to design an inquiry-based mobile learning strategy that integrated the physical environment and digital resources to enhance elementary students’ learning of historic monuments. The students were situated in both the real world and the virtual world to extend their learning experiences. Based on collaborative learning principles, students used the handheld device, PDA, to do their investigations. This research utilized the Peace Temple in Taiwan as the teaching and learning site and invited 32 fifth graders to participate in the learning activities. Through pre- and post-class questionnaires, as well as observations and focus group interviews, both qualitative and quantitative data about students’ social relationships were collected and analyzed. The results showed that students’ social relationships varied at different stages with different tasks. Inquiry-based mobile learning is shown to have positive effect on students’ learning performances and learning satisfactions.

Assessment of Students by a Teacher with a Handheld Device and a Networkable Database

2009 ◽  
pp. 1309-1319
Author(s):  
C. Paul Newhouse
Keyword(s):  
Research And Development ◽  
Teaching And Learning ◽  
Personal Digital Assistant ◽  
Pilot Project ◽  
Learning Outcome ◽  
Educational Systems ◽  
Portable Devices ◽  
Major Difficulty ◽  
Handheld Device ◽  
Approach To Teaching

For more than a decade, Australian educational systems have been trying to implement curriculum based on an outcomes approach to teaching and learning. A major difficulty in this process has been in applying the approach to the assessment of students’ learning. It has been recognized that teachers require considerably more support in access to information, collection of data, and analysis of data. Much of this support will need to be provided through appropriate computer systems, more than likely using networkable portable devices. Unfortunately research and development into the implementation of such support is in its infancy although the technology is widely available. This chapter describes a pilot project that tested the use of personal digital assistant to collect and analyze assessment data at the point of demonstration of the learning outcome by the student and then provides a background and rationale for continuing research in the area.

Pervasive Learning Environment for Educational Makerspaces with Emerging Technologies and Teaching and Learning Transformation

2021 ◽  
Vol 10 (3) ◽  
pp. 2272-2277
Keyword(s):  
Learning Environment ◽  
Educational System ◽  
Teaching And Learning ◽  
Geographic Location ◽  
Handheld Devices ◽  
Learning Material ◽  
Student Centered ◽  
Handheld Device ◽  
Smartphone Technology ◽  
Pervasive Learning

In 21st century the technological innovation has reshaped our educational system. Different educational methods and environments are used to facilitate students and teachers. Educational makerspaces are also one of them. This new trend has shifted educational system to student centered instead of teacher centered. Pervasive Learning (P-Learning) environment for educational makerspaces is one of the emerging environments for teaching and learning due to price reduction in handheld devices’, facility for sharing the technological resources, support, and smartness of smartphone technology. Educational Makerspaces environment provide the facility to teachers and learners to create a virtual environment fully equipped with latest ICT tools to share ideas, to perform experiments and collaborate with each other whenever and wherever they are. Thus, P-learning for educational makerspaces can access and share the resources for teaching and learning material beyond the boundaries of the traditional classroom arrangement. This paper presents the idea of P-learning environment for educational makerspaces which is not limited to a single geographic location or mobile or location-based technologies; rather, it accesses, shares the resources, and facilitates teaching and learning from anywhere and at any time with any handheld device means 24*7*12. The purpose of this paper is to propose a fully equipped makerspace classroom so that the students from remote areas or who cannot afford laboratory expenses can access virtually labs, share their ideas, collaborate with each other, and perform experiments

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