Identifying Strengths and Weaknesses in Mobile Education: A Gender-Informed Self-Assessment of Teachers’ Use of Mobile Devices

Abstract

Mobile devices have the potential to transform education and society. Promoting mobile learning and enhancing teachers’ digital and entrepreneurial skills are essential in achieving this goal. This study analyses the conditions under which the use of mobile technology can support teachers in the design, implementation, and evaluation of teaching and learning processes. Data were collected using a quantitative method based on a self-assessment instrument (Cronbach’s alpha = 1.0046). A total of 327 educators filled out the survey, which included 67 items scored on a Likert scale. The self-assessment tool provided participants with feedback on their mobile device use for educational purposes and suggestions for improvement. The results indicate that the median score of the teachers was 7, which is regarded as satisfactory, with a gender gap of 3.5 points. In addition, three out of seven improvement dimensions were identified: technology learning spaces (54.74%), assessment (57.65%), and design activities (59.26%). In conclusion, the study enabled us to stratify and analyse teachers’ pedagogical perceptions of mobile learning and the significance of inference in certain training areas.

The Effectiveness of a Mobile Learning Environment in Improving Psychological Security in Blind Students

“…Mobile learning promotes student-centered processes, enhances interactions, and provides lifelong learning opportunities [ 23 ]. Various strategies support mobile learning, including Attitudinal Learning Environments Strategies, Mobile Participatory Learning Methods, and Virtual Community of Practice [ 24 ]. Importantly, mobile learning has been instrumental for the visually impaired, offering nontraditional learning environments and helping them perform daily tasks with ease [ 25 ].…”