Smartphone Use and Multitasking Behaviour in a Teacher Education Program (TEP)

This paper reports on a small scale investigation into preservice teachers’ multitasking behaviours during a course in a teacher education program (TED). Specifically, it addresses three research questions, 1) how frequent do preservice teachers do multitasks with smartphone, 2) what are the types of preservice teachers’ multitasking behaviour, and 3) to what extent does multitasking behaviour affect preservice teachers’ learning. To this end, we did a classroom observation where smartphone was used to facilitate learning. During the observation, we wrote notes concerning preservice teachers’ multitasking behaviour with their smartphone. In addition, a total of 35 preservice teachers was surveyed. Findings of this study show that 97.14% of preservice teachers do multitasking in class; although the frequency and types of multitasking with smartphone vary. The findings also highlight fifteen types of multitasking behaviour with two most common activities: texting and searching. The analysis of preservice teachers’ responses on the survey as well as the observation data suggest that multitasking behaviour contributes both positively and negatively to preservice teachers’ learning. In reference to the findings, implications of the study to TEP are offered

Smartphone use and multitasking behaviour in a teacher education program (TEP)

This paper reports on a small scale investigation into preservice teachers’ multitasking behaviours during a course in a teacher education program (TED). Specifically, it addresses three research questions, 1) how frequent do preservice teachers do multitasks with smartphone, 2) what are the types of preservice teachers’ multitasking behaviour, and 3) to what extent does multitasking behaviour affect preservice teachers’ learning. To this end, we did a classroom observation where smartphone was used to facilitate learning. During the observation, we wrote notes concerning preservice teachers’ multitasking behaviour with their smartphone. In addition, a total of 35 preservice teachers was surveyed. Findings of this study show that 97.14% of preservice teachers do multitasking in class; although the frequency and types of multitasking with smartphone vary. The findings also highlight fifteen types of multitasking behaviour with two most common activities: texting and searching. The analysis of preservice teachers’ responses on the survey as well as the observation data suggest that multitasking behaviour contributes both positively and negatively to preservice teachers’ learning. In reference to the findings, implications of the study to TEP are offered

Smartphone Use and Multitasking Behaviour in a Teacher Education Program (TEP)

This paper reports on a small scale investigation into preservice teachers’ multitasking behaviours during a course in a teacher education program (TED). Specifically, it addresses three research questions, 1) how frequent do preservice teachers do multitasks with smartphone, 2) what are the types of preservice teachers’ multitasking behaviour, and 3) to what extent does multitasking behaviour affect preservice teachers’ learning. To this end, we did a classroom observation where smartphone was used to facilitate learning. During the observation, we wrote notes concerning preservice teachers’ multitasking behaviour with their smartphone. In addition, a total of 35 preservice teachers was surveyed. Findings of this study show that 97.14% of preservice teachers do multitasking in class; although the frequency and types of multitasking with smartphone vary. The findings also highlight fifteen types of multitasking behaviour with two most common activities: texting and searching. The analysis of preservice teachers’ responses on the survey as well as the observation data suggest that multitasking behaviour contributes both positively and negatively to preservice teachers’ learning. In reference to the findings, implications of the study to TEP are offered

Jurnal Ilmiah Internasional "The development of a digital application to promote parents’ involvement in character education at primary schools"

This paper documents the preliminary development procedure of a digital application named Parents UP to promote parents’ involvement in their children character education at primary schools in Indonesia. Parents UP was developed as an android-based system interface and was proposed to enable parents maintain mutual engagement with school administrator, teacher and pedagogy team in nurturing and monitoring the good characters of the children. Despite the positive feedback from the school head-teachers, administrators, teachers and parents towards the incorporation of Parents UP technology in their children character education at school, some critical issues were highlighted during the pilot project, such as different focus of character education at the participating schools, diversity in parents’ and students’ economy and social status, and the influence of parents’ culture and religion to the activity modules in the application. In reference to the findings, implications of the study to further development of Parents UP are offered

Sari, Y. Y., Zulaiha, S., & Mulyono, H. (2020). The development of a digital application to promote parents’ involvement in a character education at primary schools. Ilkogretim Online - Elementary Education Online, 19(04), 2564–2570.

Abstract. This paper documents the preliminary development procedure of a digital application named Parents UP to promote parents’ involvement in their children character education at primary schools in Indonesia. Parents UP was developed as an android-based system interface and was proposed to enable parents maintain mutual engagement with school administrator, teacher and pedagogy team in nurturing and monitoring the good characters of the children. Despite the positive feedback from the school head-teachers, administrators, teachers and parents towards the incorporation of Parents UP technology in their children character education at school, some critical issues were highlighted during the pilot project, such as the different focus of character education at the participating schools, diversity in parents’ and students’ economy and social status, and the influence of parents’ culture and religion to the activity modules in the application. In reference to the findings, implications of the study to further development of Parents UP are offered

Incorporation of Smartphones and Social Media to Promote Mobile Learning in an Indonesian Vocational Higher Education Setting

This brief article reports on an exploration of students’ adoption of smartphone technology and social media to promote m-learning in the con- text of a state polytechnic classroom. To this end, a mixed-methods approach was employed. A quantitative survey involved 221 students across education programmes in an Indonesian vocational higher education, and six of them were asked to write a reflection after a course. Findings of the current study have re- vealed that students’ attitude and connectedness to the smartphone and social media play prominent roles in determining their acceptance of smartphones and social media for m-learning. Specifically, the students’ connectedness, per- ceived ease of use and perceived playfulness of using social media for m- learning affected their attitude. Findings of the study also revealed that students’ mobile learning using the smartphone helped develop their learning motivation, facilitated learning activities and enabled interaction amongst the students, and between teachers and students. Students also benefited from the use of the smartphone by which means they could share information and materials about the learning, enabled peer-assessment and feedback. Two critical issues that were found included limited smartphone features and less space for interaction and explanation. Keywords—Smartphone, mobile learning, polytechnic, learning motivation, in- teraction, learning performanc

Integrating digital devices and (social media) applications during lecture time in a Saudi University: Students’ and lecturers’ views on blended synchronous approaches

This research study aimed to explore potential issues regarding the integration of digital learning technology into the Higher Education sector in the Kingdom of Saudi Arabia (KSA). Although the KSA government has promoted a strategic approach over recent years to support universities to enhance their learning and teaching, university academics and students have not extensively experienced learning technology use in their courses. A predominantly traditional approach to teaching has been followed in lecture theatres. Thus, the first stage of this research study sought to identify the challenges universities, academics, and students encounter when adopting learning technology, according to recently published studies. After identifying common constraints regarding the use of technology for educational purposes in the KSA HE sectors, focused research projects were conducted to explore students’ and academics’ views, behaviours, and attitudes towards the integration of technology into their modules. The three research projects were conducted at three different Umm Al-Qura University Schools, English, Architecture, and Computer Science, to identify whether there was any significant difference between the three Schools in terms of student and lecturer intentions to use technology in their learning and teaching respectively, as well as in terms of student engagement when web-based applications are integrated into various modules. The pilot study was conducted at a university comprising a large population of students and academics. The three Schools had differently designed curricula. One of the main challenges the students and academics faced, which prevented them from using learning technology in the lecture theatre, related to the University’s unreliable infrastructure. The first-year project explored students’ behaviours when they brought their digital device(s) into lecture theatres to support their learning. Social Cognitive Theory was applied to explore student behaviours, while a combination of quantitative and qualitative methodologies provided a depth understanding of the role of technology in their learning process. No significant difference between the three Schools emerged regarding student self-regulation, while students did become distracted by digital devices, especially when the teaching delivery process was not sufficiently engaging. Finally, although the Saudi students were willing to bring their own digital devices into the lecture theatre to support their learning, their lecturers mainly felt reluctant about using learning technology to support their teaching, and, in some cases refused to allow students to access their devices during lectures. This finding prompted a second research project to investigate academics’ intentions when using learning technology to support their teaching in the lecture theatre. The Technology Acceptance Model was applied to examine Saudi university academics’ attitudes towards technology using a quantitative methodology. This revealed that for lecturers, usefulness, and ease of use of learning technology were the main factors influencing their intentions. From the lecturers’ qualitative responses, it emerged that they were reluctant to use digital applications in their lecture sessions because they felt unable to monitor their students’ learning process. By comparing the findings from the previous studies, including the literature review, a final third research project was conducted to explore students’ and academics’ views regarding learning engagement when two easy-to-use web-based applications, Kahoot and Padlet, were integrated into a Blended Synchronous Teaching and Learning approach. Although training sessions were delivered and supplementary materials were designed to assist students and lecturers, the latter designed their teaching and learning activities based on their lecture topics and module learning outcomes. Overall, students felt engaged with the teaching, as they enjoyed the learning process and did not note any differences between the three Schools. Lecturers also appreciated that by using these web-based applications, they could facilitate lecture discussions with their students and provide feedback in real time-time while they monitored students’ learning process over the teaching process. This final research project was conducted during the COVID-19 pandemic (first lockdown). Both students and academics mentioned the importance of using learning technology to support face-to-face and online teaching. Overall, the finding of this research study provided useful information regarding the learning technology integration process into the KSA HE sector from the lecturer and student perspectives, assisting the government and universities to re-evaluate their procedures (i.e., Bring Your Own Device policy, selection of digital applications which are easy to use for academics and students, support the teaching and learning process and are enjoyable for university students and easy for lecturers to track student learning). Further study in this area could support universities to implement the KSA government technology-enhanced learning strategic approach

The impact of smartphone use on student learning experience in higher education in South Africa

Background: The use of mobile devices for learning has been on the increase due to the availability of affordable data and free WiFi networks across institutions of higher learning. However, very few studies seek to understand if there is any impact that these devices have on a student's overall learning experience particularly from a developing country's perspective. Objectives: This research study determines the positive and negative impacts smartphone use has on a student's learning experience and whether this leads to overall satisfaction with mobile learning. Methods/Approach: Quantitative and qualitative data were collected through an online survey that was distributed via email to a student body from the sample. Statistica software was used to analyse the quantitative data while Nvivo software was used to analyse the qualitative data. Results: With over 400 responses, we found evidence for some, but not all hypothesized positive and negative impacts. Additionally, there was very strong support for how these impacts contribute to the overall satisfaction of using a smartphone for learning, explaining more than 60% of the variance. Conclusions: We found that the overall positive satisfaction leads to differentiated, continued uses of the smartphone for learning

PELATIHAN MENULIS ARTIKEL ILMIAH PADA GURU-GURU SD NEGERI MEKARWANGI 02 CIKARANG

Menulis karya ilmiah merupakan keharusan bagi guru sebagai upaya pelaksanaan dan pengembangan profesi guru yang tertuang dalam Peraturan Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 16 Tahun 2009 tentang Jabatan Fungsional Guru dan Angka Kreditnya, yang mencantumkan syarat jika naik pangkat harus memiliki artikel ilmiah berstatus publikasi ilmiah. Sementara, keadaan yang ada memperlihatkan bahwa beragam permasalahan yang hadir membuat beberapa guru tidak produktif dalam menulis artikel ilmiah. Pendampingan menulis artikel ilmiah ini dilakukan guna mengembangkan kemampuan dan kreativitas guru dalam menulis sesuai dengan kaidah-kaidah ilmiah dan dapat dimanfaatkan sebagai pengembangan profesi guru dalam kenaikan pangkat