Basic elements and characteristics of mobile learning

Özdamlı, Fezile; Çavuş, Nadire

doi:10.1016/j.sbspro.2011.11.173

Cited by 234 publications

(189 citation statements)

References 12 publications

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“…This affordance allows for spontaneity (Ozdamli and Cavus, 2011), and refers to how learning can easily happen anywhere (Chen et al, 2008). Ubiquitous capability dictates that minimal work be required to set up learning opportunities in varied locations, so they can automatically happen with no arranging, pre-planning, or lengthy set-up.…”

Section: Ubiquitymentioning

confidence: 99%

Potential of SoundCloud for mobile learning in music education: a pilot study

Birch

2017

IJMLO

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This article considers a mobile application known as SoundCloud in light of its potential for use in music education contexts. In relation to four affordances of effective mobile learning tools, and situated learning theory, the benefits of making learning mobile, contextual, and visible are explored. A survey of 19 music students provides a window into their experience of mobile learning within the context of a high school music course. The purpose of this pilot study is to consider whether a specific application of mobile learning, i.e. SoundCloud, is appropriate for use in high school music education.

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Section: Ubiquitymentioning

confidence: 99%

Potential of SoundCloud for mobile learning in music education: a pilot study

Birch

2017

IJMLO

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“…Foram tomados como parâmetros os itens mais citados em m-learning pelos autores Huang et al (2012), Ozdamli and Cavus (2011), Lichtnow et al (2006), Belém et al (2012) e Lemos et al (2012), como Colaboração/Interatividade (Col/Int) entre aluno-aluno e aluno-professor, Adaptação de conteúdos (Adap), Avaliação/Feedback (Aval/Feed), Recomendação de conteúdos (RecCont) e Informações de Contexto (Contexto). Outros parâmetros foram adicionados para caracterização dos trabalhos, pois são considerados relevantes na arquitetura proposta.…”

Section: Trabalhos Relacionadosunclassified

“…Segundo Ozdamli and Cavus (2011), o m-learning deve promover a interação entre aluno/aluno e aluno/professor, além da variação de conteúdo de acordo com a necessidade pedagógica do aluno. É preciso criar mecanismos para permitir interatividade, colaboração entre grupos e feedback dos alunos.…”

Section: Arquitetura Do Sistemaunclassified

Recomendação Colaborativa de Conteúdos Educacionais para Dispositivos Portáteis

Reis¹,

Barrére²

2014

Anais Do XXV Simpósio Brasileiro De Informática Na Educação (SBIE 2014)

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“…Mobile learning as a kind of learning model allowing learners to obtain learning materials anywhere and anytime using all kind of wireless handheld devices such as mobile phones, personal digital assistant (PDA), wireless laptop, personal computer (PC), and tablet [19]. Mobile phones have more potential as a tool for mobile learning than other handheld devices because they are:…”

Section: A Why Use Mobile Phones?mentioning

confidence: 99%

Mobile Learning for ICT Training: Enhancing ICT Skill of Teachers in Indonesia

Yusri¹,

Goodwin²

2013

IJEEEE

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Abstract-Teachers play a significant role in the successful integration of ICT in education. Providing teachers with adequate ICT skills will improve teachers' confidence in using ICT in the school curriculum. In Indonesia, teachers' participation in training is limited due to training location, time, cost, and opportunity. This paper proposes an ICT training program for teachers using mobile phones as a solution for these problems. The proposed program is suitable to different platforms and providing structured training, comprehensive content of ICT training and certification of completion.Index Terms-Teachers, ICT training, mobile learning, mobile phones. I. INTRODUCTIONTeachers play a very important role in any initiative aimed at the integration of information and communication technology (ICT) in education because they are the key component for learning using ICT in schools. Even though there are a number of barriers to integrating ICT into classes, teacher related factors such as competence and attitude, are more significant barriers to the successful integration of ICT in teaching and learning activities than factors associated with technology such as hardware and infrastructure issues [1].When teachers are hesitant to integrate ICT in all phases of the curriculum, the use of ICTs at school will be not successful. Teachers' hesitation in using ICT in the classroom is mostly because they are not confident of their ICT knowledge and skills. Consequently, preparing teachers with applicable ICT knowledge and skills is significant for successful ICT integration into education. The Asian policy forum on ICT integration into education suggests that the highest priority in ICT integration should be educating teachers, not providing the technology and infrastructure [2] Education and Culture (MoEC) is continually implementing various efforts to enhance the professionalism of teachers including providing ICT training for teachers. Higher education institutions and communities concerned with ICT development also provide ICT trainings courses for teachers. However, most training presents challenges for teachers to participate. The types of ICT training for teachers in Indonesia and the associated problems are listed in Table I. Teachers who could not reach the passing grade were not teachers with a lack of knowledge or experience in teaching. They failed simply because of their low basic ICT skill level. They did not know how to use a mouse and keyboard, how to open the examination application, and how to answer the online examination [4].With the current level of ICT skill of teachers in Indonesia, it can be concluded that ICT integration into the curriculum in Indonesia is still far from successful. Consequently there is a need for an effective ICT training program for teachers in Indonesia. Iin Karmila Yusri and Robert Goodwin Mobile Learning for ICT Training: Enhancing ICT Skill of Teachers in IndonesiaInternational Vol. 3,No. 4 III. MOBILE LEARNING FOR SKILL TRAINING AND TEACHER TRAINING A. Mobile Learning for...

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Basic elements and characteristics of mobile learning

Cited by 234 publications

References 12 publications

Potential of SoundCloud for mobile learning in music education: a pilot study

Potential of SoundCloud for mobile learning in music education: a pilot study

Recomendação Colaborativa de Conteúdos Educacionais para Dispositivos Portáteis

Mobile Learning for ICT Training: Enhancing ICT Skill of Teachers in Indonesia

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