Academic literature on the topic 'Mobile learning and new technologies'
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Journal articles on the topic "Mobile learning and new technologies"
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B, Ligi, and B. William Dharma Raja. "MOBILE LEARNING IN HIGHER EDUCATION." International Journal of Research -GRANTHAALAYAH 5, no. 4(SE) (April 30, 2017): 1–6. http://dx.doi.org/10.29121/granthaalayah.v5.i4(se).2017.1942.
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Mobile learning (m-learning) environments provides a wide range of new and exciting learning opportunities supported by the wireless technology. This paper discuss the role of m-learning in the new educational setting which creates student-centered learning and educational practice, offering new more flexible learning methods for higher education. In the digital 21st century learning and educational processes are integrated with new information and communication technologies (ICTs) in the education system. This new m-learning technology has fascinated the interest of researchers, educators and companies developing learning system and instructional materials. M- Learning facilitates a new mechanism of teaching and learning process in order to enhance the learning and education experience of the students. The use of mobile devices and wireless technology in the new learning environments allows students to achieve more in their educational process. The students will be enthusiastic about the new learning options provided by the mobile technologies. The m- learning environment will provide new study opportunities for the students which strengthen the flexibility of being able to study at any time and any place.
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Uzunboylu, Huseyin, and Niyazshina Azhar. "Mobile learning as a new technology in education." Global Journal of Information Technology: Emerging Technologies 13, no. 1 (April 1, 2023): 07–16. http://dx.doi.org/10.18844/gjit.v13i1.8459.
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The article discusses mobile technologies as a new direction in education. The specific features of mobile learning in different variants of interaction of subjects of the educational process in the "teacher-student" system are revealed. The article examines the set of pedagogical conditions that determine the need for the development of mobile learning as one of the leading technologies of the knowledge management system in modern education. The possibilities of effective use of mobile learning in the conditions of technical equipment and psychological readiness of the subjects of the modern educational process are analyzed. Attention is drawn to such factors as the growth of uncertainty and the complexity of information flows in the competitive environment of the developing "digital universe", which requires the rapid mastery of numerous forms of interaction.
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Tkachuk, Stanislav, Oleksii Melnyk, and Serhiy Voroshilov. "IMPLEMENTATION OF MOBILE LEARNING TECHNOLOGIES IN THE SYSTEM OF DISTANCE EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 30, 2023): 72–78. http://dx.doi.org/10.31499/2307-4906.1.2023.276939.
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Mobile learning is analyzed as an organization and solution of problems for complex, systematic informatization of educational activities and the implementation of measures aimed at integrating educational, scientific and managerial activities of an educational institution for the training of competitive specialists who possess a professional specialty based on modern information and telecommunication technologies. It is shown that the implementation of mobile learning involves solving a number of tasks; the development of mobile learning tools forces a new look at the technologies for implementing distance learning. The mission of an educational institution that implements mobile learning is to realize the transition from an industrial society to an information society, to use a network information and educational environment, to provide open and distance education throughout life or work based on new information and telecommunication technologies. Such an educational institution offers educational services based on a combination of network, video interactive technology and wireless access to resources, anytime and anywhere. The author's view on the formation of the mobile learning system in open distance education consists in the formulation of key provisions, which we include: the vision of mobile learning; the goal of an educational institution implementing mobile learning; purpose and tasks of mobile learning in open distance education; mobile learning technologies; didactic possibilities, properties and functions of mobile learning; multimedia core as a basis and carrier of mobile learning knowledge. As part of the research, we formulated a vision of mobile learning in an educational institution, which we understand as an ideal picture of the future, as a state that can be achieved under the most favorable conditions.
Keywords: e-learning technologies; distance education; mobile learning; educational process; interactive learning; information and communication technologies; electronic training courses; LMS Moodle
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Ibrahim, Dogan, and Nadire Cavus. "MOLT: A Mobile Learning Tool That Makes Learning New Technical English Language Words Enjoyable." International Journal of Interactive Mobile Technologies (iJIM) 2, no. 4 (September 29, 2008): 38. http://dx.doi.org/10.3991/ijim.v2i4.530.
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There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionizing education and transforming the traditional classroom based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English Language words using SMS text messaging. The system, developed by the authors, called Mobile Learning Tool (MOLT), has been tested with 45 first-year undergraduate students. Studentsâ?? opinions have been collected after the experiment. Our results show that students enjoyed and be happy used mobile phones to learn new technical English word. We believe that if we add the improvements or modifications students wish to see in the MOLT system, then using the MOLT system as an educational tool will contribute to motivation and success of students.
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Goggin, Gerard. "Mobile Learning: The Significance of New Mobile and Wireless Communications Technologies for Education." Information Technology, Education and Society 8, no. 1 (January 1, 2007): 49–66. http://dx.doi.org/10.7459/ites/08.1.04.
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Zhumabayeva, Aziya, Sazhila Nurshanova, Zhazira Zhumabayeva, Yernar Ospankulov, Rabiga Bazarbekova, and Assel Stambekova. "Analysis of Prospective Primary School Teachers' Attitudes towards Mobile Learning Tools and Acceptance of Mobile Learning." International Journal of Education in Mathematics, Science and Technology 11, no. 3 (April 20, 2023): 728–43. http://dx.doi.org/10.46328/ijemst.3322.
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Although the use of mobile technologies in education is rapidly becoming widespread, there are limited findings about the attitudes, competencies and acceptance behaviors of prospective teachers who use and will use these technologies. However, prospective teachers will be the implementers of new technologies such as mobile learning in education when they start their teaching profession in the future. In this study, it was aimed to examine prospective teachers' attitudes towards mobile learning and their mobile learning acceptance behaviors in terms of some variables. The study was conducted by cross-sectional survey method with the participation of prospective teachers studying at two universities in Kazakhstan. The study was composed of 260 prospective teachers at different grade levels. According to the findings of the study, the acceptance behaviors of prospective teachers towards mobile technologies were found to be moderate, while their attitudes towards these technologies were found to be positive and high. In the study, it was found that prospective teachers' attitudes towards mobile learning and mobile learning acceptance behaviors showed significant differences according to gender and grade level. Finally, it was found that attitudes towards mobile learning predicted mobile learning acceptance behaviors significantly and positively in Kazakhstani prospective teachers
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Marques, Célio Gonçalo Cardoso, António Manso, Ana Paula Ferreira, and Felisbela Morgado. "Using Mobile Technologies in Education." International Journal of Technology and Human Interaction 13, no. 4 (October 2017): 77–90. http://dx.doi.org/10.4018/ijthi.2017100106.
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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.
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Омарова С. К. "FOREIGN LANGUAGE MOBILE LEARNING DESIGN." HERALD OF SCIENCE OF S SEIFULLIN KAZAKH AGRO TECHNICAL UNIVERSITY, no. 2(109) (July 27, 2021): 98. http://dx.doi.org/10.51452/kazatu.2021.2(109).597.
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The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.
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Bennis, Lamyae, and Said Amali. "From Learning Game to Adaptive Ubiquitous Game Based Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.
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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the
<e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.
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Roman Shkilev, Artemiy Kozachek, Baydjanova Iroda Abdullayevna, Feruza Suyunovna Abdullayeva, Laylo Jurayevna Toshboyeva, Nargis Abdullaevna Inagamova, and Sobirjon Sohib o'g'li Abdullayev. "Augmented Reality in Mobile Learning: Enhancing Interactive Learning Experiences." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 20 (October 17, 2024): 4–15. http://dx.doi.org/10.3991/ijim.v18i20.50795.
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A new platform for learning in a mobile environment was established by improvements in e-learning technologies. However, probably because of the low level of interactive learning content, many of the concepts in mobile-based learning environments have begun struggling to engage students. Therefore, this study paper proposes an augmented reality (AR) technique for the enhanced interactive learning experience for the students. A new platform for learning in a mobile environment was established by innovations in e-learning technologies. Unsurprisingly, owing to a tiny amount of interactive learning content, many of the concepts in mobile-based learning environments are now underperforming to engage students. To erect the mapping process for mobile task learners and empower the software of AR through mobile with the parameter, the deployment of mobile learning parameters is also appreciated. This study analyzes how AR could impact traditional learning methodologies by using mobile devices to combine digital information with actual surroundings. It achieves this by carrying out an in-depth evaluation of the most current research and an analysis of case studies. In regards to considerable accomplishments, AR in mobile learning might improve student engagement, boost experiential learning, and support better knowledge retention. The publication additionally includes implementation-related difficulties for AR, such as technological barriers and the prerequisite for revised instructional schemes. The study finalizes with proposals for future research to advance our comprehension of and enhance the value of AR applications in educational contexts and additionally suggests to educators and developers how to fully utilize the beneficial features of AR in mobile learning.
Dissertations / Theses on the topic "Mobile learning and new technologies"
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Ersoy, Alp Idil. "Learning on the move : the potential impact of new mobile technologies on students' learning." Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/14321/.
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This study explores the potential use of mobile learning in higher education with a focus on student and academic staff requirements of a potential mobile application. The research examines the stakeholders’ new technology acceptance behaviour within a post-1992 university and examines how new mobile technologies are able to contribute to enhancement of the learning experience of students and additionally the roles of educators in facilitating enhancement of the learning experience. A post-positivistic paradigm has been used to explore a wider view of the stakeholders’ (academic staff and students) understanding of the new technologies and the potential benefits of mobile applications. An electronic questionnaire was sent to over 900 undergraduates for their views on the use of new mobile technologies and in what ways these could be used to support their learning needs. This was followed by individual interviews and questionnaires to academic staff (n=44) to identify whether they would be interested in the use of mobile applications in their teaching and learning. The research explores the learning, concepts, theories and models which influence mobile device adoption and proposes a mobile application that has the potential to support teaching and learning. The data collected provides an invaluable insight into the potential use of a mobile learning platform at the University’s Faculty of Business. The participants describe their uses of four distinct types of devices; potential frequency of specific use, and their views on the attraction and/or disadvantages of mobile use for learning. The research findings lead to the recommendation for a mobile learning trial within the Faculty with the potential for application to other academic subjects within the university. Two elements have emerged from the research carried out and comprise an original contribution of the study, namely: an enhancement of the Technology Acceptance Model and development of the existing PESTEL model into a PESTEEL model by including Educational Factors and hence identifying a number of areas currently not addressed by the PESTEL model. The uniqueness of the study and the development of this work`s original contribution to new knowledge was enhanced by approaching data collection and analysis within a Technology Acceptance Model and the PESTEEL model. This was also achieved by interpreting the gathered data within the broader concept of professionalism, sub-divided and conceptualised into examining the adherence of participants. It is acknowledged that a limiting factor is that the study examined only one academic school within an institution, but it is anticipated that future research will include a comparison with other similar academic institutions.
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MARTINA, ANDREA. "Virtual Heritage: new technologies for edutainment." Doctoral thesis, Politecnico di Torino, 2014. http://hdl.handle.net/11583/2541502.
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Cultural heritage represents an enormous amount of information and knowledge. Accessing this treasure chest allows not only to discover the legacy of physical and intangible attributes of the past but also to provide a better understanding of the present. Museums and cultural institutions have to face the problem of providing access to and communicating these cultural contents to a wide and assorted audience, meeting the expectations and interests of the reference end-users and relying on the most appropriate tools available.
Given the large amount of existing tangible and intangible heritage, artistic, historical and cultural contents, what can be done to preserve and properly disseminate their heritage significance? How can these items be disseminated in the proper way to the public, taking into account their enormous heterogeneity?
Answering this question requires to deal as well with another aspect of the problem: the evolution of culture, literacy and society during the last decades of 20th century. To reflect such transformations, this period witnessed a shift in the museum’s focus from the aesthetic value of museum artifacts to the historical and artistic information they encompass, and a change into the museums’ role from a mere "container" of cultural objects to a "narrative space" able to explain, describe, and revive the historical material in order to attract and entertain visitors. These developments require creating novel exhibits, able to tell stories about the objects and enabling visitors to construct semantic meanings around them. The objective that museums presently pursue is reflected by the concept of Edutainment, Education + Entertainment. Nowadays, visitors are not satisfied with ‘learning something’, but would rather engage in an ‘experience of learning’, or ‘learning for fun’, being active actors and players in their own cultural experience.
As a result, institutions are faced with several new problems, like the need to communicate with people from different age groups and different cultural backgrounds, the change in people attitude due to the massive and unexpected diffusion of technology into everyday life, the need to design the visit by a personal point of view, leading to a high level of customization that allows visitors to shape their path according to their characteristics and interests.
In order to cope with these issues, I investigated several approaches. In particular, I focused on Virtual Learning Environments (VLE): real-time interactive virtual environments where visitors can experience a journey through time and space, being immersed into the original historical, cultural and artistic context of the work of arts on display. VLE can strongly help archivists and exhibit designers, allowing to create new interesting and captivating ways to present cultural materials.
In this dissertation I will tackle many of the different dimensions related to the creation of a cultural virtual experience. During my research project, the entire pipeline involved into the development and deployment of VLE has been investigated. The approach followed was to analyze in details the main sub-problems to face, in order to better focus on specific issues.
Therefore, I first analyzed different approaches to an effective recreation of the historical and cultural context of heritage contents, which is ultimately aimed at an effective transfer of knowledge to the end-users. In particular, I identified the enhancement of the users’ sense of presence in VLE as one of the main tools to reach this objective. Presence is generally expressed as the perception of 'being there', i.e. the subjective belief of users that they are in a certain place, even if they know that the experience is mediated by the computer. Presence is related to the number of senses involved by the VLE and to the quality of the sensorial stimuli. But in a cultural scenario, this is not sufficient as the cultural presence plays a relevant role. Cultural presence is not just a feeling of 'being there' but of being - not only physically, but also socially, culturally - 'there and then'. In other words, the VLE must be able to transfer not only the appearance, but also all the significance and characteristics of the context that makes it a place and both the environment and the context become tools capable of transferring the cultural significance of a historic place. The attention that users pay to the mediated environment is another aspect that contributes to presence. Attention is related to users’ focalization and concentration and to their interests. Thus, in order to improve the involvement and capture the attention of users, I investigated in my work the adoption of narratives and storytelling experiences, which can help people making sense of history and culture, and of gamification approaches, which explore the use of game thinking and game mechanics in cultural contexts, thus engaging users while disseminating cultural contents and, why not?, letting them have fun during this process.
Another dimension related to the effectiveness of any VLE is also the quality of the user experience (UX). User interaction, with both the virtual environment and its digital contents, is one of the main elements affecting UX. With respect to this I focused on one of the most recent and promising approaches: the natural interaction, which is based on the idea that persons need to interact with technology in the same way they are used to interact with the real world in everyday life.
Then, I focused on the problem of presenting, displaying and communicating contents. VLE represent an ideal presentation layer, being multiplatform hypermedia applications where users are free to interact with the virtual reconstructions by choosing their own visiting path. Cultural items, embedded into the environment, can be accessed by users according to their own curiosity and interests, with the support of narrative structures, which can guide them through the exploration of the virtual spaces, and conceptual maps, which help building meaningful connections between cultural items. Thus, VLE environments can even be seen as visual interfaces to DBs of cultural contents. Users can navigate the VE as if they were browsing the DB contents, exploiting both text-based queries and visual-based queries, provided by the re-contextualization of the objects into their original spaces, whose virtual exploration can provide new insights on specific elements and improve the awareness of relationships between objects in the database.
Finally, I have explored the mobile dimension, which became absolutely relevant in the last period. Nowadays, off-the-shelf consumer devices as smartphones and tablets guarantees amazing computing capabilities, support for rich multimedia contents, geo-localization and high network bandwidth. Thus, mobile devices can support users in mobility and detect the user context, thus allowing to develop a plethora of location-based services, from way-finding to the contextualized communication of cultural contents, aimed at providing a meaningful exploration of exhibits and cultural or tourist sites according to visitors’ personal interest and curiosity.
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Périssé, Clara. "De la posture de l'amateur à l'ère numérique : utilisations didactiques des nouveaux médias en arts visuels dans une démarche de création." Electronic Thesis or Diss., Strasbourg, 2024. https://publication-theses.unistra.fr/restreint/theses_doctorat/2024/Perisse_Clara_2024_ED520.pdf.
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Ma thèse interroge l’utilisation des technologies mobiles dans l’enseignement des arts visuels et désire contribuer à une meilleure compréhension des aspects poïétiques. De nombreux artistes se sont emparés des caractéristiques de ces appareils numériques pour constituer une partie ou la totalité de leur démarche artistique. À l’instar du monde de l’art, les enseignants en arts visuels se retrouvent avec ces technologies dans la classe. Pourtant, en Suisse, la majorité des enseignants en arts visuels ne les utilisent pas avec leurs élèves. Ma recherche se concentre ainsi sur la formation des futurs enseignants qui n’ont pas suivi de formation artistique professionnelle, mais qui utilisent quotidiennement ces appareils numériques. Au sein de la HEP Vaud en Suisse, j’ai été ainsi motivée à entreprendre cette recherche-intervention pour conceptualiser de nouvelles façons d’intégrer ces technologies dans l’enseignement des arts visuels en combinant les pratiques vernaculaires des étudiants à des approches plus spécialisées de l’art contemporainMy thesis examines the use of mobile technologies in visual art education, and aims to contribute toa better understanding of the poietic aspects of these uses. A lot of artists have seized upon the characteristics of these digital devices to form part, or all of their artistic approaches. Like in the artworld, visual arts teachers are finding themselves with these technologies in the classroom, yet in Switzerland, the majority of visual arts teachers do not use them with their students. My research focuses on the training of future teachers who have not undergone professional arts education, but who use these digital devices on a daily basis. At the HEP Vaud in Switzerland, I was motivated to undertake this research-intervention to conceptualize, new ways of integrating these technologies into visual arts teaching combining students’ ordinary practices with more specialized approaches to contemporary art
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FAVARIO, LEONARDO. "A New Modular E-Learning Platform Integrating an Enhanced Multimedia Experience." Doctoral thesis, Politecnico di Torino, 2018. http://hdl.handle.net/11583/2709429.
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Information and communication technologies are rapidly disrupting the way we interact with each other in this new connected world. The transmission of multimedia information is becoming mainstream also thanks to the availability of several commercial systems. Also in the educational environment, these novel technologies are making it possible to create and manage learning objects in ways which were unthinkable a few years back and this represents the driver for the creation of new approaches to education. Seeing the ubiquitous nature of the environments where web users interact, this work starts by analyzing the state of the art in the multimedia communication field focusing on those technologies which allow to reach a context awareness. Being able to sense the conditions where the device is used and quickly react to its changes is important in order to guarantee a flawless quality of experience. Part of this work focuses on the dynamic multimedia aspects, analyzing the latest trends in web streaming technologies and proposing a new framework for tackling some of the upcoming issues for such systems. In modern learning environments the presence of multimedia is massive. Multimedia objects are constantly created worldwide and this introduces new needs, such as the creation of proper repositories to store them and platforms to share them through the web. After analyzing the state of the art in educational technologies, focusing in particular in the content repository field, this work drafts a set of minimum requirements to follow in order to create a novel educational platform, ready to face the increasing number of needs of the future learners.
In this context, the author proposes FARE, a novel architecture designed for both educators and learners in order to ease their everyday learning experience. The modularity of such a platform allows to benefit from a large set of modules, most of which present some of the multimedia aspects highlighted beforehand. Both qualitative and quantitative evaluations are presented exploiting the fully working prototype of the FARE e-learning platform deployed in the University machines. This work is meant to highlight how the advances in the multimedia field represent a clear advantage for the community of learners, creating novel ways
of interacting with the learning objects and increasing the overall quality of experience.
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Clough, G. "Geolearners : informal learning with mobile and social technologies." Thesis, Open University, 2009. http://oro.open.ac.uk/19035/.
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This thesis investigates how mobile and social technologies are influencing informal learning in the context of online community membership. The development of mobile technologies that use Global Positioning System (GPS) data to pinpoint geographical location together with the rapidly evolving Web 2.0 applications supporting the creation and consumption of content suggest a potential for cooperative informal learning linked to location. This research explores whether this potential has been realised. Two pilot studies were conducted, a technology-enhanced Birdwatch (16 participants) and a GPS-guided Nature Trail (11 participants) to evaluate the effects of connected, location aware technology on informal learning and community building. The main study focused on the Geocaching community, a geographically dispersed group who use mobile and Web 2.0 technologies to link the virtual social spaces of the internet with the physical spaces that surround them. This research built on insights from the Mobilearn project that mobile learning is connected to the mobility of the learner moving between different sources of technological and social resources, rather than the technology (Attewell and Savill-Smith, 2004). Online survey participants were recruited from the Geocaching forums. From the 659 responses, five linked case studies were selected for interviews. This data was supplemented by information collected from the Geocaching website and forums and analysed using qualitative techniques. The work reported in this thesis reinforces the Preece and Shneiderman (2009) four stage communities model, illustrating that learning opportunities are built into the community membership trajectory. It uncovered novel ways of using mobile and Web 2.0 technologies to create learning activities connected to location. It also revealed a growing undercurrent of cooperative informal learning through distributed networks of connected individuals who made innovative use of both mobile and social technologies to create a persistent digital narrative of location which served as a community resource.
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Rosell, Aguilar Fernando. "Evaluating the use of mobile technologies for language learning purposes." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/163675.
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[ES] Esta tesis se centra en tres tecnologías móviles: podcasting, aplicaciones móviles y Twitter, y evalúa su potencial para el aprendizaje de idiomas basándose en una serie de estudios con distintos tipos de participantes, incluyendo estudiantes de enseñanza formal, de contextos informales de aprendizaje, y profesores. El objetivo general de los diferentes estudios de investigación es evaluar las tres tecnologías a través de procesos para a) identificar el potencial de esas tecnologías, b) investigar cómo las utilizan los aprendices y los profesores, y c) analizar si la forma de utilizarlas cumple con el potencial identificado y es propicio para el aprendizaje de lenguas extranjeras.
La introducción presenta los antecedentes de la investigación realizada y seis conceptos que afectan nuestra comprensión del aprendizaje de idiomas a través de estas tecnologías: el concepto de enseñar a personas desconocidas, el desarrollo de capacidades digitales, la micro-credencialización, el aumento de la atención parcial continua, la ansiedad por el idioma extranjero y la normalización.
El capítulo dos es un compendio de los nueve trabajos publicados y se divide en tres secciones. La primera sección trata sobre el uso de podcasting como herramienta de aprendizaje de idiomas. La primera publicación proporciona una taxonomía de recursos de podcasts, revisa los materiales de podcasting a la luz de las teorías de adquisición de segundas lenguas, aboga por un mejor diseño y sugiere direcciones para futuras investigaciones. Esta investigación se presenta en las publicaciones dos y tres. La sección dos del capítulo dos se enfoca en el uso de aplicaciones móviles para el aprendizaje y la enseñanza de idiomas. La publicación cuatro revisa la investigación actual sobre el potencial para el aprendizaje de idiomas de las aplicaciones y presenta una taxonomía de las aplicaciones disponibles y su uso para ello. El artículo también presenta un marco que consta de cuatro categorías para evaluar aplicaciones de aprendizaje de idiomas (tecnología, pedagogía, experiencia del usuario y aprendizaje de idiomas). La publicación concluye con una propuesta de áreas de investigación adicional, incluido el uso por parte del aprendiz en contextos formales e informales. Estas áreas de investigación se investigan en las publicaciones cinco y seis. La sección tres se centra en la tercera tecnología: Twitter como herramienta de enseñanza y aprendizaje de idiomas. La publicación siete destaca el potencial de Twitter como herramienta de aprendizaje de idiomas. La publicación ocho muestra cómo un grupo de profesores de idiomas utiliza Twitter como herramienta para el desarrollo profesional continuo y evalúa el impacto de su red de Twitter en sus prácticas docentes. Por último, la publicación nueve presenta un estudio a gran escala de aprendices autónomos de idiomas que utilizan Twitter.
Los resultados de estos estudios se discuten en el capítulo tres. El capítulo cuatro vuelve a los principales temas y conceptos presentados en la introducción y proporciona algunas consideraciones basadas en los resultados de la investigación realizada. A continuación, propone que puede ser necesario reenfocar la agenda de investigación de MALL y sugiere posibles áreas de desarrollo.
La investigación presentada en esta tesis contribuye a los campos de CALL y MALL de varias maneras. Primero, proporciona perfiles de usuario de los aprendices que utilizan estas tecnologías. En segundo lugar, proporciona evidencia de cómo esos usuarios utilizan las tecnologías y evalúan su experiencia de aprendizaje. En tercer lugar, presenta una nueva taxonomía de recursos MALL. En cuarto lugar, describe un proceso para evaluar el uso de tecnologías móviles para el aprendizaje de idiomas, con un nuevo marco teórico de evaluación basado en cinco criterios: tecnología, experiencia del usuario, aprendizaje de idiomas, interacción y pedago[CA] Aquesta tesi se centra en tres tecnologies mòbils: podcasting, aplicacions mòbils i Twitter, i avalua el seu potencial per a l'aprenentatge d'idiomes basant-se en una sèrie d'estudis amb diferents tipus de participants, incloent estudiants d'ensenyament formal, de contextos informals d'aprenentatge, i professors. L'objectiu general dels diferents estudis d'investigació és avaluar les tres tecnologies a través de processos per a) identificar el potencial d'aqueixes tecnologies, b) investigar com les utilitzen els aprenents i els professors, i c) analitzar si la manera d'utilitzar-les compleix amb el potencial identificat i és propici per a l'aprenentatge de llengües estrangeres. La introducció presenta els antecedents de la investigació realitzada i sis conceptes que afecten la nostra comprensió de l'aprenentatge d'idiomes a través d'aquestes tecnologies: el concepte d'ensenyar a persones desconegudes, el desenvolupament de capacitats digitals, la micro-credencialització, l'augment de l'atenció parcial contínua, l'ansietat per l'idioma estranger i la normalització. El capítol dos és un compendi dels nou treballs publicats i es divideix en tres seccions. La primera secció tracta sobre l'ús de podcasting com a eina d'aprenentatge d'idiomes. La primera publicació proporciona una taxonomia de recursos de podcasts, revisa els materials de podcasting a la llum de les teories d'adquisició de segones llengües, advoca per un millor disseny i suggereix direccions per a futures investigacions. Aquesta investigació es presenta en les publicacions dues i tres. La secció dues del capítol dos s'enfoca cap a l'ús d'aplicacions mòbils per a l'aprenentatge i l'ensenyament d'idiomes. La publicació quatre revisa la investigació actual sobre el potencial per a l'aprenentatge d'idiomes de les aplicacions i presenta una taxonomia de les aplicacions disponibles i el seu ús per a això. L'article també presenta un marc que consta de quatre categories per a avaluar aplicacions d'aprenentatge d'idiomes (tecnologia, pedagogia, experiència de l'usuari i aprenentatge d'idiomes). La publicació conclou amb una proposta d'àrees d'investigació addicional, inclòs l'ús per part de l'aprenent en contextos formals i informals. Aquestes àrees d'investigació s'investiguen en les publicacions cinc i sis. La secció tres se centra en la tercera tecnologia: Twitter com a eina d'ensenyament i aprenentatge d'idiomes. La publicació huit mostra com un grup de professors d'idiomes utilitza Twitter com a eina per al desenvolupament professional continu i avalua l'impacte de la seua xarxa de Twitter en les seues pràctiques docents. Finalment, la publicació nou presenta un estudi a gran escala d'aprenents autònoms d'idiomes que utilitzen Twitter. Els resultats d'aquests estudis es discuteixen en el capítol tres. El capítol quatre torna als principals temes i conceptes presentats en la introducció i proporciona algunes consideracions basades en els resultats de la investigació realitzada. A continuació, proposa que pot ser necessari reenfocar l'agenda d'investigació de MALL i suggereix possibles àrees de desenvolupament. La investigació presentada en aquesta tesi contribueix als camps de CALL i MALL de diverses maneres. Primer, proporciona perfils d'usuari dels aprenents que utilitzen aquestes tecnologies. En segon lloc, proporciona evidència de com aqueixos usuaris utilitzen les tecnologies i avaluen la seua experiència d'aprenentatge. En tercer lloc, presenta una nova taxonomia de recursos MALL. En quart lloc, descriu un procés per a avaluar l'ús de tecnologies mòbils per a l'aprenentatge d'idiomes, amb un nou marc teòric d'avaluació basat en cinc criteris: tecnologia, experiència de l'usuari, aprenentatge d'idiomes, interacció i pedagogia.
[EN] This thesis focuses on three mobile technologies: podcasting, mobile apps, and Twitter, and evaluates their potential for language learning purposes based on a series of studies with a range of users including formal learners, informal learners, and teachers. The overarching aim of the different research studies is to evaluate the three technologies through a process of a) identifying the potential of those technologies, b) investigating how they are used by learners and (where applicable) teachers, and c) analysing whether the way they are used meets the identified potential and is conducive to language learning. The introduction presents the background to the research carried out. This is followed by the introduction of six concepts that shape our understanding of language learning through these technologies: the concept of teaching strangers, the development of digital capabilities, micro-credentialing, the rise in continuous partial attention, foreign language anxiety, and normalisation. Chapter two is a compendium of the nine published works that explore the potential of the three technologies and evaluate them. It is separated into three sections. Section one deals with the use of podcasting as a language learning tool. The first publication provides a taxonomy of podcast resources, reviews podcasting materials in the light of Second Language Acquisition theories, argues for better design, and outlines directions for future research. This research is presented in publications two and three. Section two of Chapter two concerns the use of mobile apps for language learning and teaching. Publication four reviews current research about the potential of apps for language learning and presents a taxonomy of available apps and their use for language learning. The paper also presents a framework consisting of four categories for evaluating language learning apps (technology, pedagogy, user experience, and language learning). The publication concludes with a proposal for areas for further research, including learner use in formal and informal contexts. These research areas are investigated in publications five and six. Section three focuses on the third technology: Twitter as a language learning and teaching tool. Publication seven highlights the identified potential of Twitter as a language learning tool. Publication eight shows how a group of language teachers use Twitter as a tool for continuous professional development through a hashtag and evaluates the impact of their Twitter network on their teaching practices. Finally, publication nine reports on a large-scale study of autonomous language learners who use Twitter. The results from these studies are discussed in chapter three, which also showcases the impact the research has had on the fields of CALL and MALL. Chapter four returns to the main topics and concepts presented in the introduction and provides some considerations based on the results of the research carried out. It then proposes that there may be a need to refocus the MALL research agenda and suggests directions that future developments may take. The research presented in this thesis contributes to the fields of CALL and MALL in a number of ways. First, it provides user profiles of the learners who use the three technologies. Second, it provides evidence of how those users utilise the technologies and evaluates their learning experience. Third, it presents a new taxonomy of MALL resources. Fourth, it outlines a process for evaluating the use of mobile technologies for language learning purposes, including a new evaluation framework with five criteria: technology, user experience, language learning, interaction and pedagogy.
Rosell Aguilar, F. (2021). Evaluating the use of mobile technologies for language learning purposes [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/163675
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Caladine, Richard. "New theoretical frameworks of learning activities, learning technologies and a new method of technology selection." Access electronically, 2003. http://www.library.uow.edu.au./adt-NWU/public/adt-NWU20040921.114720.
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Solheim, Bendik. "Use of Mobile Devices and Multitouch Technologies to Enhance Learning Experiences." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13924.
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The goal of this thesis was to investigate the usage of mobile devices with multitouch capabilities in the learning of procedural knowledge. A system, consisting of three prototypes, was to be implemented as a way of examining our two hypotheses:H1: Through using a conceptual model close to how the human mind perceive objects, we can increase consistency both in the creation of new user manuals and in the learning process.H2: By taking advantage of multitouch technologies we can introduce a more natural way of interacting on virtual representations of real-life objects.A lot of research was conducted on the usage of a conceptual model containing information on the physical attributes and the procedural knowledge to back our applications, and how this best could be realized. Existing technologies for creating 3D models was investigated, but was quickly discarded due to the unique representation that was needed to successfully integrate the model with GOMS. The research process concluded that an application for describing new devices would have to be developed as well.Three applications was developed to investigate our hypotheses: an application for describing the aspects of a device, written for Mac OS, a server for communicating with prolog over TCP, written in Java, and an application for displaying the device and allowing for interaction, written for the iOS platform. The final versions of these three prototypes made it possible to create objects consisting of cubes, storing them on the server, and rendering them on the mobile application. The report concludes by discussing the utility of our prototype in regards to the hypotheses. Although not in its optimal state, the prototype demonstrates the utility of pure gestural interfaces, and how well established technologies such as prolog and GOMS can be used to empower them. Finally, interesting extensions and further work based on this thesis is proposed, demonstrating its versatility.
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Agbaji, Unekwuojo Esther. "Improving Math Learning With Embodied Game- Based Mobile and Wearable Technologies." Digital WPI, 2019. https://digitalcommons.wpi.edu/etd-theses/1284.
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A field of research that is quickly becoming more prominent is the one related to embodied cognition, which states there is an important association between physical activity and cognition. However, research on the application of embodied cognition to education is still at its infancy. More research needs to be done to understand how motion can contribute to student learning, and even further, research is needed on how learning technologies might support physical activity while learning. This research sits at the intersection of embodied cognition, learning technologies, mobile devices, and mathematics education. It implements a novel learning technology platform created at WPI, called the Wearable Learning Cloud Platform (WLCP). Thanks to a child friendly app thats connect to the central web based system, the experience of elementary school children playing physically active games might be improved. This research also analyzes the importance of motor action in students’ math learning: By using three different conditions of a game called the Tangrams Race requiring different levels of physical activity (i.e. embodiment), we compared differences between fine and gross motor actions in regards to learning. Results indicated that physically active mobile games can and do improve math learning. Results also show marginal significant effect in favor of the physically active mobile games (p<0.1, Partial Eta Sq.=0.1) over traditional tutoring systems on a computer.
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Lazare, Jonathan Aaron. "Second thoughts on education: new technologies, teaching and learning." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40720.
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This work seeks to explore and evaluate some of the evolving technological tools available for instruction and learning in the field of education. An assessment is made of the value and effectiveness of using new technologies, and associated educational theories on existing and emergent technologies are considered. A study is made of Second Life, an online virtual reality simulator, and its educational potentials are considered along with those of video-gaming and other emerging learning tools and spaces. These are the foundations for the discussion about the potentials of integrating new technologies into teaching, learning, and education as a whole.Ce travail engage à explorer et analyser certains des instrumentstechnologiques disponibles pour l’instruction et l’apprentissage dans le domaine del’éducation. L’utilisation des nouvelles technologies dans le domaine sont mis enrevue, et les théories associées aux outils existant et émergeant sont évalués. Uneétude est faite de Second Life, un logiciel simulant la réalité virtuelle, et sespotentiels éducatifs sont considérés avec ceux des jeux vidéo et d’autres nouveauxgenres d’apprentissage. Ceci fait la base de la discussion concernant les potentielsde l’intégration des nouvelles technologies dans l’enseignement, l’apprentissage, etl'éducation dans son ensemble.
Books on the topic "Mobile learning and new technologies"
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Herrington, Jan. New technologies, new pedagogies: Mobile learning in higher education. Wollongong: University of Wollongong, 2009.
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France, Derek, W. Brian Whalley, Alice Mauchline, Victoria Powell, Katharine Welsh, Alex Lerczak, Julian Park, and Robert S. Bednarz. Enhancing Fieldwork Learning Using Mobile Technologies. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20967-8.
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Auer, Michael E., and Thrasyvoulos Tsiatsos, eds. Interactive Mobile Communication Technologies and Learning. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75175-7.
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Hokyoung, Ryu, and Parsons, David, 1959 Oct. 13-, eds. Innovative mobile learning: Techniques and technologies. Hershey PA: Information Science Reference, 2009.
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McCarty, Steve, Hiroyuki Obari, and Takeshi Sato. Implementing Mobile Language Learning Technologies in Japan. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2451-1.
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Li, Li. New Technologies and Language Learning. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-51768-5.
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Maloy, Robert W. Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon, 2011.
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Calder, Nigel, Kevin Larkin, and Nathalie Sinclair, eds. Using Mobile Technologies in the Teaching and Learning of Mathematics. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90179-4.
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Linda, Creanor, ed. Learning with online and mobile technologies: A student survival guide. Burlington: Gower, 2010.
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Janet, MacDonald. Learning with online and mobile technologies: A student survival guide. Farnham, Surrey, England: Gower, 2010.
Find full textBook chapters on the topic "Mobile learning and new technologies"
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Nurutdinova, Aida, Dilyara Shakirova, Guluysa Ismagilova, Zulfiia Fazlyeva, Evgeniya Panfilova, Dina Sheinina, Gulnara Galeeva, and Sabina Ilminbetova. "The Integrating Face-to-Face Learning, Distance Learning Technologies and M-Learning Technologies: Effectiveness." In New Realities, Mobile Systems and Applications, 478–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96296-8_43.
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Makarova, Irina, Larisa Fatikhova, Polina Buyvol, and Gleb Parsin. "Problems and Prospects of Using Remote Learning Technologies in Different Countries." In New Realities, Mobile Systems and Applications, 3–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96296-8_1.
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Balakrishnan, Rajani, Dahlila Putri Binti Dahnil, and Mohammed Awadh Ahmed Ben Mubarak. "Mobile Learning, Effective Integration of New Technologies into Existing Models." In Envisioning the Future of Online Learning, 317–31. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0954-9_28.
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Goggin, Gerard. "Mobile Learning: The Significance of New Mobile and Wireless Communications Technologies for Education." In Comparative Information Technology, 65–78. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9426-2_5.
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Jokić, Aleksandar, Milica Petrović, Zbigniew Kulesza, and Zoran Miljković. "Visual Deep Learning-Based Mobile Robot Control: A Novel Weighted Fitness Function-Based Image Registration Model." In New Technologies, Development and Application IV, 744–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75275-0_82.
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Moreira, Fernando, Maria João Ferreira, Carla Santos Pereira, and Natércia Durão. "Collaborative Learning Supported by Mobile Devices: A Case Study in Portuguese High Education Institutions." In New Advances in Information Systems and Technologies, 157–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31307-8_16.
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Bruno, Giovanni di Dio. "Erwhi Hedgehog: A New Learning Platform for Mobile Robotics." In Makers at School, Educational Robotics and Innovative Learning Environments, 243–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_32.
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AbstractErwhi Hedgehog is one of the smallest mobile robots. It enables mapping and vision analysis, and also displays machine learning features. Behaving like a small, curious animal, eager to explore the surroundings, the robot can be used to test navigation, mapping and localization algorithms, thus allowing the prototyping of new hardware and software for robotics. This application is particularly handy for educational robotics, at both high school and university level. On the one hand, the project is fully open source and open hardware under MIT license and available on Github, so everyone can build his/her own Erwhi Hedgehog robot with the aid of a step-by-step guide. On the other hand, students with more advanced knowledge can use it as a prototyping platform for developing new software programs and features. Erwhi uses Intel RealSense, AAEON UP Squared and Myriad X VPU technologies, with software based on the Robotic Operating System (ROS), and implements SLAM algorithms, such as RTAB-Map. The machine learning aspect is based on the OpenVINO framework and a dedicated ROS wrapper was used. The software package includes all the programs needed to create a Gazebo simulation. In terms of hardware, motor control is based on an STM32 microcontroller and the Arduino software, and the robot works on the differential drive unicycle model. Finally, Erwhi is compatible with AWS RoboMaker tools.
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Waga, Abderrahim, Younes Benhouria, Ayoub Ba-Ichou, Said Benhlima, Ali Bekri, and Jawad Abdouni. "A New Method for Mobile Robots to Learn an Optimal Policy from an Expert Using Deep Imitation Learning." In Digital Technologies and Applications, 873–82. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29857-8_87.
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De Abreu, Belinha S. "Mobile Technologies." In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies, 213–22. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6343-5.ch013.
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Mobile technologies are influencing a generation of students and educators like never before. Schools are considering and learning how the cell phone, the tablet, and iPads are going to change the way in which teaching and learning is happening in the classroom. This chapter seeks to understand the influence of mobile technologies on a worldwide spectrum while also acknowledging that the work of learning in an online socially networked society is ongoing and will continue to change with new technological innovations.
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Ntuli, Esther, and Sylvia Suh. "Mobile Learning." In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies, 135–54. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6343-5.ch008.
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Teachers are encouraged to remain current by embracing and integrating new technologies effectively into their teaching processes. Ubiquitous technologies such as mobile devices are found in all settings including K-12 learning environments. This chapter discusses findings from an action research study. The findings reveal that mobile learning is still in its infancy stage in most K-12 learning environments and there is need for effective integration of mobile technologies into the curriculum. This chapter offers suggestions and strategies on how teachers could integrate mobile technologies into teaching and learning processes. Finally, this chapter provides an insight into some of the critical factors that need to be in place to ensure seamless transition, integration, and sustained implementation of mobile learning.
Conference papers on the topic "Mobile learning and new technologies"
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Arrigo, Marco, Francesco Cappello, Francesco Di Paola, Mariella Farella, Giosuè Lo Bosco, Dario Saguto, and Federico Sannasardo. "HEART MOBILE LEARNING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2685.
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Eby, Gulsun, and Omer Kacmaz. "MOBILE GAME-BASED SEAMLESS LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1971.
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Baek, Eun Ok. "DESIGN FRAMEWORKS FOR MOBILE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1944.
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Madyarova, Gulnar, Madina Bolyskhanova, Galina Tkach, Marat Kuanyshbayev, Karlygash Adamova, Toktar Aubakirov, and Zhansaya Parimbek. "MOBILE AND CLOUD TECHNOLOGIES IN THE VIRTUAL LEARNING SYSTEM." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1608.
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Holenko Dlab, Martina, Ivica Boticki, Natasa Hoic-Bozic, and Chee-Kit Looi. "ADAPTIVITY IN SYNCHRONOUS MOBILE COLLABORATIVE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1097.
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Mosquera Gende, Ingrid, and Alba Conde del Río. "PERSONALISING ENGLISH ACQUISITION THROUGH MOBILE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0154.
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Figueiredo, Mauro, Beata Godejord, José Rodrigues, and Alicia González-Pérez. "MILAGE APP – MOBILE LEARNING OF MATHEMATICS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0937.
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Zambrano, Juan, and Gloria Londoño. "STUDY HABITS AND MOBILE DEVICES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0932.
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Gunathilaka, Anupama. "INTERACTIVE MOBILE LEARNING ENVIRONMENT WITH BETTER UTILIZATION OF THE LIMITED RESOURCES IN MOBILE DEVICES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1022.
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Korenova, Lilla, Tomas Barot, Radek Krpec, and Ibolya Veress-Bagyi. "ANALYSIS OF APPLIED MOBILE TECHNOLOGIES IN UNIVERSITY MATH EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1619.
Full textReports on the topic "Mobile learning and new technologies"
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.
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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.
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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Panchenko, Liubov F., Andrii O. Khomiak, and Andrey V. Pikilnyak. Using Twitter in Ukrainian sociology majors training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3863.
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The article deals with the problem of using cloud technologies in the training of sociology students in Ukraine. The popularity of Twitter in Ukraine is analyzed. The possibilities of using Twitter as a learning tool in classroom are discussed. List of recommended tweeters, including Ukrainian resources as well as resources related to population censuses is proposed. The article offers examples of student activities for Social Statistics and Demographics courses. The article demonstrates that new forms of student’s activity related to data analysis introduced by academics and practitioners (building art objects and storytelling based on data; shared data collection by citizens through mobile devices, “play with data” modern data visualization services) can be realized with Twitter resources and can help overcome the barriers that arise while studying quantitative methods.
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Stepanyuk, Alla V., Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo, and Oksana B. Stoliar. Methodology of using mobile Internet devices in the process of biology school course studying. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3887.
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This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools. It has been examined how well the scientific problem is developed in pedagogical theory and educational practice. The methodology of using mobile Internet devices in the process of biology studying in a basic school, which involves the use of the Play Market server applications, Smart technologies and a website, has been created. After the analyses of the Play Market server content, there have been found several free of charge applications, which can be used while studying biology in a basic school. Among them are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the specifics of the object of biological cognition (life in all its manifestations) and the concept of bio(eco)centrism, which recognizes the life of any living system as the highest value. The paper suggests the original approach for homework checking, which involves besides computer control of students’ learning outcomes, the use of Miracast wireless technology. This demands the owning of a smartphone, a multimedia projector, and a Google Chromecast type adapter. The methodology of conducting a mobile front-line survey at the lesson on the learned or current material in biology in the test form, with the help of the free Plickers application, has been presented. The expediency of using the website builder Ucoz.ua for creation of a training website in biology has been substantiated. The methodology of organizing the educational process in biology in a basic school using the training website has been developed. Recommendations for using a biology training website have been summarized. According to the results of the forming experiment, the effectiveness of the proposed methodology of using mobile Internet devices in the process of biology studying in a basic school has been substantiated.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.
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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Lora, Eduardo. Development Connections: Unveiling the Impact of New Information Technologies. Inter-American Development Bank, July 2011. http://dx.doi.org/10.18235/0006826.
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This presentation, made during the event Development Connections Conference in July 2011 in Kingston, Jamaica asks how well investments in information and communication technology (ICT) work to promote social development, and how far behind Latin America is in terms of access to PCs, the Internet, and mobile devices. It presents the main findings of a study which evaluated 50 ICT projects all over Latin America and highlights three successful projects in Bolivia and Colombia, as well as lessons learned.
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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.
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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.
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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
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Peppler, Kylie. New Opportunities for Interest-Driven Arts Learning in a Digital Age. The Wallace Foundation, July 2013. http://dx.doi.org/10.59656/a-ya8704.001.
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Pedró, Francesc. The New Millennium Learners: Challenging our Views on ICT and Learning. Inter-American Development Bank, May 2006. http://dx.doi.org/10.18235/0011048.
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This paper is intended to synthesise available evidences on the emergence of a generational approach to learning and knowledge management strongly influenced by having always been living surrounded by and interacting continuously with information and communication technologies (ICT).