Mobile apps that support physical activities and the potential of these applications in physical education at school

The current trend in using digital technology to support physical activity (PA) is unstoppable at that time. The growing number of mobile device users maximises the possibility of the better utilisation of these devices for the support of physical activities. The objective of this paper is to create an insight into the use of mobile technologies in the physical education process and to establish the underlying considerations of their use. In the paper we generally discuss the utilisation of digital technologies in education and we focus in more detail on physical education as a subject and we examine the potential of mobile apps designed to support PA. A sub-objective is to define the possible risks associated with the use of these technologies. The paper also includes a survey research directed at a target group. The survey research focuses on the current status of how mobile technologies have spread over and how they are used in PE classes and the realisation of PA. Having studied literary resources we pursue the fundamental description of the technologies used in mobile apps, as well as the availability, functions and basic categorisation of these mobile apps. In the practical part of the paper we publish the initial results of our research plan, the introductory part of which we effected using survey research directed at a target group, that being primary and secondary school teachers and students from selected regions in the Czech Republic. The results of our work confirm the current tendency to use mobile technologies in connection with the realisation of physical activities. The high level of mobile devices used by the target group and the practical experience associated with the use of mobile apps to support PA indicate the potential for introducing mobile apps in lessons. Nonetheless, there are currently no appropriate recommendations, such as peer-reviewed application databases, that can be used in the physical education process. Mobile apps are a relatively new tool for interventions associated with health and physical activity and few academic works have been published in both Czech and foreign literature in regards to the impacts of mobile app use in this field. Where physical education classes are concerned, mobile apps represent low-cost and broadly used tools that need to be subjected to further expert investigation, mainly in relation to the enormous number of these mobile apps and the possible risks associated with their use

Real-time Communication Using WebRTC

This paper introduces a new Real-time Communication technology. Some of the technology’s applications could be in the education field, but are not limited only to education. The technology could be used with any system need, video and audio conferencing, such as medical uses or even online gaming. WebRTC is a free and open source project that provides web browsers and mobile applications with real-time communication (RTC) via a simple application programming interface (API). It allows video, audio and data to work inside a web page by allowing a direct peer to peer communication between two browsers, eliminating the need for a server or browser plugins or downloading a native application. The WebRTC project is supported by Google, Microsoft, Mozilla and Opera, and it is being standardized through the World Wide Web Consortium (W3C) and the Internet Engineering Task Force (IETF). (Uberti, Justin; Thatcher, Peter, 2018)

e-ESAS: Evolution of a Participatory Design-based Solution for Breast Cancer (BC) Patients in Rural Bangladesh

Healthcare facility is scarce for rural women in the developing world. The situation is worse for patients who are suffering from diseases that require long-term feedback-oriented monitoring such as breast cancer. Lack of motivation to go to the health centers on patients’ side due to sociocultural barriers, financial restrictions and transportation hazards results in inadequate data for proper assessment. Fortunately, mobile phones have penetrated the masses even in rural communities of the developing countries. In this scenario, a mobile phone-based remote symptom monitoring system (RSMS) with inspirational videos can serve the purpose of both patients and doctors. Here, we present the findings of our field study conducted on 39 breast cancer patients in rural Bangladesh. Based on the results of extensive field studies, we have categorized the challenges faced by patients in different phases of the treatment process. As a solution, we have designed, developed and deployed e-ESAS—the first mobile-based RSMS in rural context. Along with the detail need assessment of such a system, we describe the evolution of e-ESAS and the deployment results. We have included the unique and useful design lessons that we learned as e-ESAS evolved through participatory design process. The findings show how e-ESAS addresses several challenges faced by patients and doctors and positively impact their lives

2017 Global Trends in Giving Report

The 2017 Global Trends in Giving Report (givingreport.ngo) is a research project that seeks to gain a better understanding of how donors prefer to give and engage with their favorite causes and charitable organizations. Sponsored by the Public Interest Registry (pir.org) and researched by Nonprofit Tech for Good (nptechforgood.com), the report summarizes donor data across six continents about how online and mobile technology effects giving. The report also examines the impact of gender, generation, and ideology upon giving and volunteerism. The 2017 Global Trends in Giving Report is unique in that it is the only annual study dedicated to analyzing the giving habits of donors worldwide and is a sister report to the Global NGO Technology Report (techreport.ngo). The data from both reports is meant to help non-governmental organizations (NGOs), nonprofit organizations (NPOs), and charities worldwide better understand if they are using technology in the ways that their donors prefer and where they need to improve

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

A Conceptual Framework for Mobile Learning

Several technology projects have been launched to explore the opportunities that mobile technologies bring about when tackling issues of democratic participation and social inclusion through mobile learning. Mobile devices are cheaper than for instance a PC, and their affordance, usability and accessibility are such that they can potentially complement or even replace traditional computer technology. The importance of communication and collaboration features of mobile technologies has been stressed in the framework of ICT-mediated learning. In this paper, a theoretical framework for mobile learning and e-inclusion is developed for people outside the conventional education system. The framework draws upon the fields of pedagogy (constructivist learning in particular), mobile learning objects and sociology.Mobile Learning, Digital Divide, Constructivist Pedagogy, Forms Of Capital