Educational affordances of PDAs: A study of a teacher’s exploration of this technology

Churchill, Daniel; Churchill, Natalia

doi:10.1016/j.compedu.2007.01.002

Cited by 118 publications

(77 citation statements)

References 7 publications

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“…All values calculated were above 0.7, confirming internal consistency [50]. Based on thematic analysis performed for open-ended question, one main theme was identified.…”

Section: Resultsmentioning

confidence: 96%

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Conradie¹

2014

IJIET

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Abstract-The traditional learning approaches (i.e. educational philosophies or paradigms) of behaviouralism, humanism, cognitivism, social learning theory and constructivism, have been the foundation of instructional design and teaching practice. Connectivism, considered a learning paradigm in its infancy by some and a learning theory by others, augurs a more intrinsic approach for learning in the 21 century. This study explores the perceptions of 76 higher education learners regarding the use of a connectivism pedagogical approach through the use of personal learning environments. Forming part of a project to evaluate the effectiveness of personal learning environments to support self-directed learning, and thus indirectly self-regulated learning, semi-structured interviews was utilized. Results obtained include improve learner motivation, engagement, collaboration and self-actualization. Of special interest was the element of self-actualization, generally associated with humanism. In addition, learners found the new learning environment challenging, requiring them to think critical about module content. Self-directed learning, supported by the pedagogical approach of connectivism and personal learning environments, is postulated to be a crucial skill set for the 21 century learner.

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“…All values calculated were above 0.7, confirming internal consistency [50]. Based on thematic analysis performed for open-ended question, one main theme was identified.…”

Section: Resultsmentioning

confidence: 96%

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Conradie¹

2014

IJIET

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“…This refers to employing the PDAs, palmtops, or mobile phones as tools for accessing multimedia resources such as e-books, databases, web pages, PowerPoint presentations, audio files and video clips (Churchill & Churchill, 2007). For example, students in Maniar's (2007) study watched an educational five minute video clip on how to measure blood pressure on a Nokia 6600 mobile phone, a Motorola E1000 phone, or a Compaq iPAQ H3800 PDA.…”

Section: Multimedia Access Toolsmentioning

confidence: 99%

“…In this article, we limit our review of handhelds to devices such as personal digital assistants (PDAs), 154 Australasian Journal of Educational Technology, 2009, 25(2) palmtops, and mobile phones. PDAs are shirt pocket sized devices equipped with computer capabilities (Baumgart, 2005;Churchill & Churchill, 2007). PDAs typically come with a touch sensitive screen, a pen/stylus input interface, customisable application buttons, and a multiway (button or mini joystick) navigator to browse information on the screen (Baumgart, 2005;Corbeil & Valdes-Corbeil, 2007).…”

Section: Introductionmentioning

confidence: 99%

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

Cheung

Hew

2009

AJET

114

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Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings. IntroductionIn the last few years, mobile handheld devices have emerged as a tool for teachers and students to use in K-12 and higher education settings. In this article, we adapted Becta's definition (cited in Perry, 2003) to refer to mobile handheld devices as any small machines that can be carried easily in one's palm and provide computing, as well as information storage and retrieval capabilities. Mobile handheld devices differ from other mobile tools such as laptops because the latter, although portable, are typically not small and light enough to fit in one's palm. Figure 1, adapted from Seppälä and Alamäki (2003), provides a pictorial illustration of the relationship between mobile handheld devices with laptops and desktop personal computers.One of the promises that mobile handheld devices hold is that of a one device to student ratio (Mifsud, 2004). Such a ratio enables a change from the occasional and supplemental use associated with computer laboratories, to more frequent and integral use of portable computer technology in teaching and learning (Roschelle, 2003; Tinker & Krajcik, 2001). Some researchers (e.g. Soloway et al., 2001) believe that such devices have the potential to revolutionise learning, allowing students to undertake learning activities wherever they happen to be. Furthermore, because mobile handheld devices are personal and portable, they may incite in learners a sense of personal ownership over learning tasks and the technologies used to support learning (Hennessy, 2000).The purpose of this article is to review the empirical literature pertaining to the use of mobile handheld devices in K-12 and higher education settings. In this article, we limit our review of handhelds to devices such as personal digital assistants (PDAs), 154 Australasian Journal of Educational Technology, 2009, 25(2) palmtops, and mobile phones. PDAs are shirt pocket sized devices equipped with computer capabilities (Baumgart, 2005;Churchill & Churchill, 2007). PDAs typically come with a touch sensitive screen, a pen/stylus input inter...

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“…Within qualitative research, the case study was the most widely used (e.g., [7]), followed by design-based research [36], then there is a great diversity in methodologies such as action research, literature review , phenomenological studies, ethnographic studies, among others, which were not used by more than 4 studies.…”

Section: !"#$%And$ Research Methodology!mentioning

confidence: 99%

“…In general aspects, there is a group of studies that make evident the positive and negative factors of the incorporation of ETs in the educational context. Thus, 25.4% specify and describe the advantages/disadvantages or facilitators/barriers or limitations (e.g., [6]), 9% only show the advantages (e.g., [7]), 3% apart from describing the advantages, they provide recommendations (e.g., [8]), 17.9% propose only recommendations (e.g., [9]), 4.5% explore the benefits (e.g., [10]), 3% understand the challenges (e.g., [11]) and 3% justify the need to incorporate ETs in educational processes (e.g., [12]). …”

Section: Type Of Documentmentioning

confidence: 99%

Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

Neira

Ibáñez

Benito

2017

Int. J. Emerg. Technol. Learn.

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Abstract-This study systematically reviews, classifies and synthesizes the research related to Emerging Technologies (ETs) in the field of formal education between 2006 and 2016, aiming to identify areas of uncertainty for future research. In addition, this study is a tool to guide teachers in their decision making when incorporating technologies in the classroom. The research approach was mixed and it analyzed 288 studies that met the inclusion criteria. Results show that all the studies aimed to improve and to transform the different educational processes through the incorporation of ETs. The most used methodology was qualitative research; the survey was the most widely used instrument; the most affected population was the students in the context of higher education; the competences to improve was critical thinking, followed by problem solving, collaborative work, creative thinking, and decision-making. Emerging Technologies (ETs) are contextual, adaptable, evolving, ubiquitous, disruptive, innovative, complementary and generate a degree of uncertainty, they can be complex, accessible, functional, easy to use, interactive and it found that Web 2.0 technologies are the most used in the studies.

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Educational affordances of PDAs: A study of a teacher’s exploration of this technology

Cited by 118 publications

References 7 publications

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

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