Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH006
J. Prescott, P. Iliff, Daniel J. T. Edmondson, Duncan Cross
This chapter considers how technology can enhance teaching and learning through technology within the higher education setting. The chapter considers findings and draws conclusions from a recent project conducted by the authors involved in this technologically innovative project. In particular this chapter aims to consider how mobile apps can be beneficial for learning and education purposes, consider the pedagogic value of technology use within higher education (HE), look at how students can be co-creators in their own learning, and provide an overview of the mobile app and the research findings that it was developed from. The chapter will also take into consideration the challenges associated with developing and implementing a technological intervention in HE.
{"title":"Students as Co-Creators of a Mobile App to Enhance Learning and Teaching in HE","authors":"J. Prescott, P. Iliff, Daniel J. T. Edmondson, Duncan Cross","doi":"10.4018/978-1-5225-8106-2.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH006","url":null,"abstract":"This chapter considers how technology can enhance teaching and learning through technology within the higher education setting. The chapter considers findings and draws conclusions from a recent project conducted by the authors involved in this technologically innovative project. In particular this chapter aims to consider how mobile apps can be beneficial for learning and education purposes, consider the pedagogic value of technology use within higher education (HE), look at how students can be co-creators in their own learning, and provide an overview of the mobile app and the research findings that it was developed from. The chapter will also take into consideration the challenges associated with developing and implementing a technological intervention in HE.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127578866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH004
Teresa L. Coffman, Mary Beth Klinger
This chapter examines the use of mobile technologies to integrate technology into the classroom environment so that students can experience real-world learning. The use of augmented reality is emphasized to enhance the learning process and provide engaging and authentic student-centered experiences. Using augmented reality, personalized learning is possible that encourages a constructivist approach and where the learning process is the main focus. Students are able to construct knowledge through augmented experiences that support the curricular content and then share this newfound knowledge with others. The use of augmented reality as a cognitive tool can connect learning and allow students to work collaboratively with deeper and higher-level meaning as a result.
{"title":"Mobile Technologies for Making Meaning in Education","authors":"Teresa L. Coffman, Mary Beth Klinger","doi":"10.4018/978-1-5225-8106-2.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH004","url":null,"abstract":"This chapter examines the use of mobile technologies to integrate technology into the classroom environment so that students can experience real-world learning. The use of augmented reality is emphasized to enhance the learning process and provide engaging and authentic student-centered experiences. Using augmented reality, personalized learning is possible that encourages a constructivist approach and where the learning process is the main focus. Students are able to construct knowledge through augmented experiences that support the curricular content and then share this newfound knowledge with others. The use of augmented reality as a cognitive tool can connect learning and allow students to work collaboratively with deeper and higher-level meaning as a result.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115107017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH002
Noa Ragonis, Osnat Dagan
The quality of teaching in higher education is central for preparing students for their future academic and work demands. This includes the integration of information and communication technologies, since it has the potential to enhance teaching and learning processes and is thought improve both the understanding of content knowledge and the acquisition of relevant 21st-century skills. In particular, the use of mobile devices enables active learning at anytime and anywhere. This chapter describes a project of faculty development for integrating mobile learning (ML) into academic studies to accomplish pedagogical goals, as implemented at Beit Berl College, Israel. The chapter presents fundamental guidelines and principles of integrating ML into academic practices; Nine ML workshops that were developed and implemented; A detailed description of one workshop including the learning materials used; and Evaluation of the implementation. A summary of lessons learned from the implementation experience and further recommendations are presented.
{"title":"Enhance Active Learning in Higher Education by Using Mobile Learning","authors":"Noa Ragonis, Osnat Dagan","doi":"10.4018/978-1-5225-8106-2.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH002","url":null,"abstract":"The quality of teaching in higher education is central for preparing students for their future academic and work demands. This includes the integration of information and communication technologies, since it has the potential to enhance teaching and learning processes and is thought improve both the understanding of content knowledge and the acquisition of relevant 21st-century skills. In particular, the use of mobile devices enables active learning at anytime and anywhere. This chapter describes a project of faculty development for integrating mobile learning (ML) into academic studies to accomplish pedagogical goals, as implemented at Beit Berl College, Israel. The chapter presents fundamental guidelines and principles of integrating ML into academic practices; Nine ML workshops that were developed and implemented; A detailed description of one workshop including the learning materials used; and Evaluation of the implementation. A summary of lessons learned from the implementation experience and further recommendations are presented.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126680177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH010
G. Zilka
In light of the extensive use of mobile technologies by adolescents, the chapter examined the usability of mobile technologies for new immigrant adolescents in supporting their absorption process in the new country, acquiring the new language, and coping with their studies. The study also sought to determine what the adolescents' most meaningful experiences were that mobile technologies made possible in the course of their absorption in the new country. Participating in the study were 125 new immigrant adolescents, who have resided in Israel between 6 and 12 months. This is a qualitative study. The study included (1) interviews before completing an open questionnaire, (2) completion of an open-question questionnaire, and (3) personal interviews that took place after the questionnaire was completed. Participants reported that thanks to mobile technologies they were able to integrate into the daily life of their new environment. Translation software, databases, various applications, and social network groups have helped satisfy their needs, assisted in real time with difficulties they encountered, and helped create a sense of social connection and belonging.
{"title":"The Use of Mobile Technologies by Immigrant Adolescents in Coping With the New Language and With Their Formal Studies","authors":"G. Zilka","doi":"10.4018/978-1-5225-8106-2.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH010","url":null,"abstract":"In light of the extensive use of mobile technologies by adolescents, the chapter examined the usability of mobile technologies for new immigrant adolescents in supporting their absorption process in the new country, acquiring the new language, and coping with their studies. The study also sought to determine what the adolescents' most meaningful experiences were that mobile technologies made possible in the course of their absorption in the new country. Participating in the study were 125 new immigrant adolescents, who have resided in Israel between 6 and 12 months. This is a qualitative study. The study included (1) interviews before completing an open questionnaire, (2) completion of an open-question questionnaire, and (3) personal interviews that took place after the questionnaire was completed. Participants reported that thanks to mobile technologies they were able to integrate into the daily life of their new environment. Translation software, databases, various applications, and social network groups have helped satisfy their needs, assisted in real time with difficulties they encountered, and helped create a sense of social connection and belonging.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131916122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH009
Anat Cohen, Orit Ezra
Mobile-assisted language learning (MALL) is known to be conducive to contextualized language learning. However, the literature lacks an understanding of context. Nor is there a quantitative evaluation tool. The chapter's dependent contextualized variables were the following: real-world context level (one's place), real-life context level (one's life), and device mobility (place diversity). The independent variables were target/non-target country (Taiwan/Israel) and language learning orientation (dedicated/generic). In the target country, the spoken language is the studied language. Dedicated/generic language learning orientation represents the existence/non-existence of pedagogy within activities. Fifty-three Chinese L2 students involved in 296 activities and 519 events were interviewed. Using device mobility and an evaluation index developed to measure real-world/real-life context levels, MALL was found more contextualized in Taiwan only in generic activities. The findings refine our understanding of the benefits of studying in the target country. The index can be used in future studies.
{"title":"Contextualized MALL in Target and Non-Target Countries","authors":"Anat Cohen, Orit Ezra","doi":"10.4018/978-1-5225-8106-2.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH009","url":null,"abstract":"Mobile-assisted language learning (MALL) is known to be conducive to contextualized language learning. However, the literature lacks an understanding of context. Nor is there a quantitative evaluation tool. The chapter's dependent contextualized variables were the following: real-world context level (one's place), real-life context level (one's life), and device mobility (place diversity). The independent variables were target/non-target country (Taiwan/Israel) and language learning orientation (dedicated/generic). In the target country, the spoken language is the studied language. Dedicated/generic language learning orientation represents the existence/non-existence of pedagogy within activities. Fifty-three Chinese L2 students involved in 296 activities and 519 events were interviewed. Using device mobility and an evaluation index developed to measure real-world/real-life context levels, MALL was found more contextualized in Taiwan only in generic activities. The findings refine our understanding of the benefits of studying in the target country. The index can be used in future studies.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125048245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH005
Hagit Meishar Tal
This chapter analyses the educational activities created by teachers on an online game generator, Treasure-HIT. The analysis focused on two main components that exist in every game: (1) the location clue, which leads the players to the different stations of the game, and (2) the station task, which the players have to perform when they reach the right station. This qualitative research was based on content analysis of the activities accumulated on the system's server. A total of 112 games were analyzed, including 1272 clues, 1005 stations and 1862 station tasks. Five types of location-dependent tasks were identified: identifying information found on site, camera documentation, receiving an answer from someone on site, physical activities dependent on the location, measurements using a mobile phone, and leaving a personal mark.
{"title":"Strategies for Developing Mobile Location-Based Learning Activities by Teachers","authors":"Hagit Meishar Tal","doi":"10.4018/978-1-5225-8106-2.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH005","url":null,"abstract":"This chapter analyses the educational activities created by teachers on an online game generator, Treasure-HIT. The analysis focused on two main components that exist in every game: (1) the location clue, which leads the players to the different stations of the game, and (2) the station task, which the players have to perform when they reach the right station. This qualitative research was based on content analysis of the activities accumulated on the system's server. A total of 112 games were analyzed, including 1272 clues, 1005 stations and 1862 station tasks. Five types of location-dependent tasks were identified: identifying information found on site, camera documentation, receiving an answer from someone on site, physical activities dependent on the location, measurements using a mobile phone, and leaving a personal mark.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130260196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH015
Jennifer L. Gallup, Beverly B. Ray, Cory A. Bennett
This chapter explores the use of smartphones, a category of mobile learning, as learning devices that align well with tenets of universal design for learning (UDL). The theoretical foundation for this use is explored along with pertinent research. The chapter continues with an exploration of specific apps that reflect the tenets of UDL even as they promote learning, specifically executive function, collaboration, and knowledge acquisition and expression. Guidelines for select and successfully using apps as learning tools are provided along with a discussion of barriers to use. Recommendations for use, including actionable ideas for integration, are provided.
{"title":"Leveraging Mobile Technologies to Support Active Learning for All Students","authors":"Jennifer L. Gallup, Beverly B. Ray, Cory A. Bennett","doi":"10.4018/978-1-5225-8106-2.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH015","url":null,"abstract":"This chapter explores the use of smartphones, a category of mobile learning, as learning devices that align well with tenets of universal design for learning (UDL). The theoretical foundation for this use is explored along with pertinent research. The chapter continues with an exploration of specific apps that reflect the tenets of UDL even as they promote learning, specifically executive function, collaboration, and knowledge acquisition and expression. Guidelines for select and successfully using apps as learning tools are provided along with a discussion of barriers to use. Recommendations for use, including actionable ideas for integration, are provided.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115510912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH011
Rotem Israel Fishelson
In recent years, the use of smartphones by people with intellectual disabilities (ID) has increased, leading to the development of applications designed to ease and improve their lives and independence, and help them integrate into society. Designing applications tailored to the needs of these users is complex, particularly in terms of accessibility and usability. This chapter presents a case study of the design and development process of a dedicated application aimed at helping people with mild ID in handling cash transactions. The chapter explores the design principles of mobile interfaces for people with ID. It introduces the use of the design thinking methodology, which focuses on user-centered design and helps gain an in-depth knowledge of the end users and their needs. Based on the performed user research, recommendations for the design of such applications are highlighted.
{"title":"Time for a Change","authors":"Rotem Israel Fishelson","doi":"10.4018/978-1-5225-8106-2.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH011","url":null,"abstract":"In recent years, the use of smartphones by people with intellectual disabilities (ID) has increased, leading to the development of applications designed to ease and improve their lives and independence, and help them integrate into society. Designing applications tailored to the needs of these users is complex, particularly in terms of accessibility and usability. This chapter presents a case study of the design and development process of a dedicated application aimed at helping people with mild ID in handling cash transactions. The chapter explores the design principles of mobile interfaces for people with ID. It introduces the use of the design thinking methodology, which focuses on user-centered design and helps gain an in-depth knowledge of the end users and their needs. Based on the performed user research, recommendations for the design of such applications are highlighted.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124336081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH012
Sinan Hopcan, S. Tokel, N. Karasu, Ç. Aykut
Writing plays a vital role in both daily life and academic life. Students begin learning to write in the first years in school and then they use writing skills their whole life. However, some students, such as students with dysgraphia, experience difficulties in writing. The purpose of the chapter is to develop a mobile writing application for students with dysgraphia and to reveal ideas of special education experts, educational technology experts, and classroom education experts, and a teacher about application. A pilot study was conducted with three students with dysgraphia firstly, and necessary revisions were made. After revisions, experts' views were taken. The results indicated that experts reflected positive ideas about mobile writing application for students with dysgraphia. However, the experts suggested some minor revisions for improving the mobile writing application. To sum up, final improvements were made, and a mobile writing application was developed.
{"title":"Design and Development of a Mobile Writing Application for Students With Dysgraphia","authors":"Sinan Hopcan, S. Tokel, N. Karasu, Ç. Aykut","doi":"10.4018/978-1-5225-8106-2.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH012","url":null,"abstract":"Writing plays a vital role in both daily life and academic life. Students begin learning to write in the first years in school and then they use writing skills their whole life. However, some students, such as students with dysgraphia, experience difficulties in writing. The purpose of the chapter is to develop a mobile writing application for students with dysgraphia and to reveal ideas of special education experts, educational technology experts, and classroom education experts, and a teacher about application. A pilot study was conducted with three students with dysgraphia firstly, and necessary revisions were made. After revisions, experts' views were taken. The results indicated that experts reflected positive ideas about mobile writing application for students with dysgraphia. However, the experts suggested some minor revisions for improving the mobile writing application. To sum up, final improvements were made, and a mobile writing application was developed.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133910661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8106-2.CH001
I. Silva, Karmel Cristina Nardi da Silva, Karen Schmidt Lotthammer, S. Bilessimo, Juarez Bento da Silva
The project “Promoting Digital Inclusion in Public Schools Through Integration of Innovative Low-Cost Technologies in the Teaching of STEM Subjects” has been carried out by the Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina, since 2008. This project has trained 363 teachers from 6 schools, since it is an initiative of technology integration in the basic education of the Brazilian public-school system. The present study focuses on the benefits of the project in relation to the teachers involved in its scope. The positive results acquired by the project over the years demonstrate that the integration of technologies in education by teachers in the public network is a practice to be encouraged.
{"title":"Social Innovation in Public Schools","authors":"I. Silva, Karmel Cristina Nardi da Silva, Karen Schmidt Lotthammer, S. Bilessimo, Juarez Bento da Silva","doi":"10.4018/978-1-5225-8106-2.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-8106-2.CH001","url":null,"abstract":"The project “Promoting Digital Inclusion in Public Schools Through Integration of Innovative Low-Cost Technologies in the Teaching of STEM Subjects” has been carried out by the Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina, since 2008. This project has trained 363 teachers from 6 schools, since it is an initiative of technology integration in the basic education of the Brazilian public-school system. The present study focuses on the benefits of the project in relation to the teachers involved in its scope. The positive results acquired by the project over the years demonstrate that the integration of technologies in education by teachers in the public network is a practice to be encouraged.","PeriodicalId":144660,"journal":{"name":"Mobile Technologies in Educational Organizations","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129251980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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