Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization

Teaching in higher education is changing due to the influence of technology. More and more technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being positioned as a key tool for new ways of understanding educational practices. The present paper responds to a systematic review about the benefits that mobile devices have for university students’ learning. Using inclusion and exclusion criteria in theWeb of Science and Scopus databases, 16 articles were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach. The results point to an improvement in students’ learning through Mlearning, factors that encourage the use of mobile devices in universities have been identified, and e ective mobile applications in improving teaching and learning processes have been presented. The inclusion of this methodology requires a new role for teachers, whose characterization is also specified

Teachers’ acceptance of mobile technology use towards innovative teaching in Malaysian secondary schools

The integration of mobile technology is not a new thing nowadays. It became increasingly applied after the COVID-19 pandemic hit the world. Teachers need to use mobile technology devices widely to improve teaching effectiveness. This study aimed to explore the elements of teachers' acceptance of mobile technology as a learning alternative. The respondents consisted of 422 teachers in 24 secondary schools around Kedah, Malaysia. The results showed that teachers are impressed to integrate mobile technology based on three dimensions: effort expectancy, hedonic motivation, and habit. This situation reflects teachers' willingness to translate their pedagogical abilities through the medium of technology. It has also recognized that internal motivation and teachers' natural habits are the driving force behind integrating mobile technology as a teaching aid to digital technology. Thus, mobile technology is a trend of daily use and can be utilized as the most advanced pedagogical material to go through learning in the 21st century

Commonly Used External TAM Variables in e-Learning, Agriculture and Virtual Reality Applications

In recent years information and communication technologies (ICT) have played a significant role in all aspects of modern society and have impacted socioeconomic development in sectors such as education, administration, business, medical care and agriculture. The benefits of such technologies in agriculture can be appreciated only if farmers use them. In order to predict and evaluate the adoption of these new technological tools, the technology acceptance model (TAM) can be a valid aid. This paper identifies the most commonly used external variables in e-learning, agriculture and virtual reality applications for further validation in an e-learning tool designed for EU farmers and agricultural entrepreneurs. Starting from a literature review of the technology acceptance model, the analysis based on Quality Function Deployment (QFD) shows that computer self-efficacy, individual innovativeness, computer anxiety, perceived enjoyment, social norm, content and system quality, experience and facilitating conditions are the most common determinants addressing technology acceptance. Furthermore, findings evidenced that the external variables have a different impact on the two main beliefs of the TAM Model, Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). This study is expected to bring theoretical support for academics when determining the variables to be included in TAM extensions

Pedagogy and Information Technology Integration, As Strategies for Improving Academic Performance in Stem Subjects: A Critical Literature Review

Globally, the teaching of STEM subjects has been construed as a plausible solution to solving societal problems ranging from economic to social development issues. In order to realize these benefits, there is need to focus on the pedagogy in teaching of STEM subjects. Besides in 21st Century use of IT has become both enabler and a driver of every part of life including education. As such this study purposes to explore and synthesize major trends of research on stem subjects’ pedagogy and IT integration and academic performance. The systematic critical review methodology for this study included perusal of quality journal articles related to topic of study in the last three years. However, in cases of absence of more recent studies, collection of information from previous years was allowed. The main search key themes included: Pedagogical beliefs and attitudes, IT access and integration, Skills capacity interventions, Cloud digital content and academic and Performance in STEM Subjects The selected journals include but not limited to Emerald, Taylor and Francis, JSTOR, EBSCOhost and Wiley Online. Study findings show varying propositions regarding teacher pedagogy aspects and integration of IT in STEM subjects. Particularly teacher beliefs and attitudes seem to have implication on probability of IT integration in STEM teaching; while IT access, skills capacity interventions, access to cloud digital content pose a challenge in teachers’ pedagogical practices which in turn affect the learner performance. Despite the comprehensive literature search and review across geographical regions within limits of time and access, it is clear that the study findings prepare ground for further research and possibility of capacity building interventions. KEY WORDS: Pedagogical beliefs, IT access and integration, Skills capacity interventions, Cloud digital content and academic Performance in STEM Subjects DOI: 10.7176/JEP/11-21-21 Publication date:July 31st 202

EXPLORING SECONDARY SCHOOL TEACHERS’ PEDAGOGICAL BELIEFS AND THE INTEGRATION OF ICT IN THE CONTEXT OF A DEVELOPING COUNTRY: A TECHNOLOGY ACCEPTANCE MODEL PERSPECTIVE

Information, and communication technologies (ICTs) have become rudimentary in communication and information sharing world over. Even more so for teachers because technologies have the potential to transform their practice and help their students learn. This study extends the technology acceptance model to establish how teachers’ pedagogical beliefs (PB) directly or indirectly influence ICT acceptance among secondary school teachers in Kenya. The research instruments were a survey (n = 234) whose quantitative data were analysed drawing on Ajzen’s (1985) technology acceptance model (TAM) to identify the challenges and the perceptions of challenge for teachers in using technology in the classroom. The findings from this study suggest that teacher’s accounts of appreciation and dissonances with the integration of technology in teaching mirrored similar issues in literature. However, the findings also revealed some nuanced shifts on teacher perceptions and attitudes to technology integration. Implications for policy and practice are discussed, and the development of a new teachers’ technology acceptance model is presented. This study fills the gap in the literature regarding knowledge of technology adoption practice from the points of view of teachers. Article visualizations

How Mobile Devices Affect Students According To Teachers' Beliefs

The purpose of this study is to examine teachers' beliefs concerning the effects on students using mobile devices, and to determine whether these beliefs vary according to the demographic characteristics and Internet usage purposes. For this purpose, a demographic information questionnaire and the scale developed by Diker Coskun & Kizilkaya Cumaoglu (2013) were revised with validity and reliability studies and utilized on teachers (N=200). In total, the scale has three dimensions (with a total of 15 items). These are social effects (9 items), psychological effects (3 items), and learning-related effects (3 items). According to the results of the study, teachers believe that students are affected by mobile devices on all three dimensions of the scale (social, psychological, and learning dimensions). The most striking finding of the study is related to the learning dimension of the beliefs concerning mobile devices scale. In every Internet usage purpose examined within the study, it was determined that the teachers' beliefs concerning the "learning" dimension are always more positive than those that do not use the Internet for any given purpose

Moderating Role of Long-term Orientation on Augmented Reality Adoption

Recently, the tourism and hospitality industry is providing tourists with an enhanced experience via various cutting-edge technologies such as augmented reality (AR). In addition, there has been an increased interest on the effects of cultural traits on human behaviours. The aim of this paper is to examine how Long- and Short-term orientation moderates the relationship between experience economy provided by AR applications and users’ perceived value. Data were collected from 145 participants at Deoksugung Palace in Seoul, South Korea and 119 participants at An Post Museum, Dublin, Ireland. We found that South Korean tourists, who are representatives of long-term orientation culture in this study, put a high value on educational factors of AR applications, whereas Irish tourists, who are representative of short-term orientation culture, regard escapist experiences of AR applications highly

Avances y resistencias del profesorado ante el uso de dispositivos móviles inteligentes y de las redes sociales

Los dispositivos móviles inteligentes (SMD) y las redes sociales (SNS) han sido responsables de introducir amplias innovaciones en la sociedad y también en la educación, aunque con mayores dificultades. De hecho, la percepción del docente sobre la utilidad educativa de los SMD y los SNS puede ser un facilitador o una barrera para su uso en el aula. El presente estudio tiene como objetivo conocer, a través de un estudio predictivo, la utilidad percibida sobre los SMD y los SNS de los docentes españoles y analizar la influencia de las variables demográficas (edad, género y nivel educativo) sobre ella. El grupo de estudio estuvo formado por 2,659 profesores de toda España de niveles educativos no universitarios. Para la recogida de datos se ha empleado el Cuestionario de Utilidad de las Redes Sociales y el Smartphone para la Acción Educativa (CURSAE). Los resultados muestran que determinadas variables sociodemográficas, de disponibilidad de recursos tecnológicos y de presencia en redes sociales pueden predecir de la percepción del profesorado sobre la utilidad educativa de los SMD y las SNS. Se espera que estos resultados ofrezcan apoyo a las instituciones responsables del desarrollo profesional del profesorado en España, ya que ofrecen información sobre qué factores pueden están influyendo en la aceptación o la resistencia del profesorado a la incorporación de los SMD y las SNS en las aulas y en la vida académica

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission