Rethinking Development and the Use of Mobile Technologies: Lessons from Bangladesh

Examples of mobile technologies enhancing teachers’ and students’ English language proficiency in developing economies like Bangladesh is uncommon. English in Action (EIA), a project designed to contribute to the growth of Bangladesh by providing English language as a tool for better access to the world economy, piloted a number of teacher professional development initiatives that have transformed communicative language teaching. Our findings demonstrate significant changes in classroom practices through the use of mobile technologies. We argue that incorporating mobile technologies, particularly audio, alongside context-specific teacher professional development presents new opportunities for teachers and students to acquire English to levels that enable them to participate more fully in economic and social opportunities. Our research challenges current assumptions around the use of mobile technologies for development and education in developing economies

The potential of mobile technologies for (English) language learning in Nepal

Mobile technologies have proven to be beneficial to language learners in both developed and developing countries around the world. However, they do not seem to have been exploited for language learning in Nepal although they have already been used for other purposes and their use is rapidly growing. This article proposes a number of ways that mobile technologies, particularly, mobile phones, can be deployed for language learning and teacher professional development. A number of potential challenges are also discussed

Access for all: Using mobile and open education to secure success in underserved settings

The TESS-India project (Teacher Education through School Support in India), led by the Open University UK, funded by UK Aid and in partnership with the Indian Government, addresses the urgent need to improve the quantity and quality of teacher education in India. Movement in teachers’ classroom practice towards a more learner centred participatory pedagogy is recognised as being critical to improving students’ learning in schools across the country. In realising this aim over 1000 open educational resources (OER), accompanied by 55 supporting videos, have been collaboratively produced and localised across seven states and in six languages. A blended approach has been taken to the dissemination of the TESS-India OER throughout teacher education institutions and communities. With the Indian mobile market ranking as the second largest in the world, providing easy access through personally-owned mobile devices has been critical. In addition to the web and fixed media, TESS-India has worked closely with State governments to develop a mobile specific application that runs both on and offline through the internet and via low powered wifi enabled devices (Raspberry Pi). This has provided multiple access points in educationally underserved rural communities and areas with limited or no connectivity. Beyond access to the materials, a variety of strategies have been engaged to support the integration of the OER and the participatory pedagogy they exemplify into teacher education practices. This includes a collaborative, multi-lingual production process, facilitated MOOC and locally developed WhatsApp communities driving uptake and adoption. This presentation will discuss: • the practical applications of developing and using a mobile based delivery system; • the extended benefits of developing access routes specific for mobile based users in both on and offline scenarios; • the characteristics of TESS-India OER and the collaborative design and production process; • the top-down and bottom-up approaches to OER dissemination and integration into education practic

M-LEARNING DEVICE: USING VIDEO TO IMPROVE STUDENTS’ WRITING SKILL

Mobile learning devises like; mobility, flexibility, availability, supporting all kinds of communications, and interaction between teacher and students. The use of mobile learning has an effect on learning the era of industrial revolution 4.0 that touches the virtual world, human connectivity, machine, and data, known as the Internet of Things. The objective of study was to use video based mobile learning on students’ writing skill. The participants of the study were 80 students at grade 10 SMK 4, Malang. They were asked to write an essay after watching a video. They stated that using video based mobile learning was helpful in improving the quality of their writing both content and techniques. The usage of mobile learning is necessary to improve students’ writing skill and their thinking skills

The use of mobile technology devices in Botswana secondary schools to enhance teaching and learning.

Masters Degree. University of KwaZulu-Natal, Durban.Traditionally learning was transmission of knowledge from the teacher to the learner, but today, it is a two-way process where both the teacher and the learner are involved. Mobile technology devices have taken the world by storm. Many people own a mobile technology device, and these devices are now also used in teaching and learning. Different learning methodologies have been used in teaching and learning; however, results have not improved as was expected. This study examines an intervention where some learners were allowed to use their smartphones in their teaching and learning. The purpose of this study was to investigate whether mobile technology devices (smartphones) can be used to enhance teaching and learning in secondary schools in Botswana. This study employed a mixed-methods (qualitative and quantitative) design. Purposive sampling was used to select the sample for the study of 75 respondents. The findings recommend that mobile technology devices (smartphones) should be allowed in classroom teaching and learning and should be incorporated into the school’s curriculum, since the results of this study showed that smartphones do to some extent enhance teaching and learning and thus improve academic performance

Mobile assisted language learning

In the 21st century mobile devices are growing increasingly popular among people of all ages especially university students around the world. The article discusses the possibilities of mobile devices in EFL learning and teaching as well as presents the examples of particular applications and programs that seem to be useful for a teacher of English as a foreign language. The article reports on the workshop conducted during the Conference “Innowacyjność w dydaktyce języków obcych” (Innovativeness in the didactics of foreign languages) at the Centre of Polish Language and Culture, Jagiellonian University held on 19-20 September, 2014

SCHOOLOGY AND ITS CONTRIBUTION IN ENGLISH LEARNING

Education in Industrial Revolution 4.0 increases the demand of online learning. In this era almost all aspects of human’s life change into digital.  Education tries to find the alternative of traditional teaching and tries to more engage with digital world. Education needs a tool that can connect teacher and students inside and outside the class, a tool which is more familiar with the student’s life. Schoology is a kind of social networking Learning Management System that offers the easy access for student to connect with their lecturer and vice versa. They can learn the material from lecturer everywhere just by clicking on their mobile phone. The use of Schoology supports not only students but also the teacher in English learning. By the Schoology teacher can create paperless culture in education, give online assignments and online assessments to the students even connect in discussion with other lecture about certain topic

ARLearn:Learning activities and interaction in augmented reality

Ternier, S., Tabuenca, B., & Specht, M. (2012). ARLearn: Learning activities and interaction in augmented reality. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the Mobile Augmented Reality for Education Workshop (pp. 10-13). October, 16-17, 2012, Helsinki, Finland.ARLearn is a tool suite for educators and learners supporting different phases and activities during a field trip. Learners can use the ARLearn app to explore and annotate the real world, while teacher can monitor their progress in real time