Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns

Νικολοπούλου, Κλεοπάτρα

doi:10.1007/s40692-020-00156-7

Cited by 85 publications

(50 citation statements)

References 35 publications

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“…These are being used regularly for teaching. World Bank and other funding institutions are taking initiatives to authorise educational policy makers to purchase tablets for school education, this would yield better results (Hamhuis et al 2020;Nikolopoulou 2020).…”

Section: Introductionmentioning

confidence: 99%

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

et al. 2020

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The purpose of this study is to identify the factors that can impact the adoption of mobile apps for teaching-learning process focusing on the girls' school in rural India. The hypotheses were proposed and a conceptual model has been developed. There is a survey work conducted to collect the data from different respondents using a convenience sampling method. The model has been validated statistically through PLS-SEM analysis covering feedbacks of 271 effective respondents. The study highlights the impact of different antecedents of the behavioural intention of the students of using mobile applications for teaching-learning process. The results also show that among other issues, price value has insignificant influence on the intention of the girl students of the rural India. During survey feedbacks have been obtained from the 271 respondents, which is meagre compared to vastness of the population and school of rural India. Only few predictors have been considered leaving possibilities of inclusion of other boundary conditions to enhance the explanative power more than that has been achieved in the proposed model with the explanative power of 81%. The model has provided laudable inputs to the educational policy makers and technology enablers and administrators to understand the impact of the mobile applications on the rural girls' school of India and facilitate the development of m-learning. Very few studies been conducted to explore the impact of mobile applications on the school education of rural India especially focusing on the girls' schools.

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Section: Introductionmentioning

confidence: 99%

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

et al. 2020

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“…Therefore, from the teachers' perspective, evaluation research studies remain not less important. Researchers notice that empiric research related to perceptions and usefulness on mobile technology and mobile learning is still limited (Nikolopoulou, 2020). This research at least partially fills this gap.…”

Section: Discussionmentioning

confidence: 93%

Usefulness of Mobile Teaching and Learning as Perceived by Romanian and Lithuanian Science Teachers

Gorghiu

Pribeanu

Lamanauskas

et al. 2020

PEC

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With the explosion of mobile technologies, mobile teaching and learning became an important educational challenge. Since both teachers and students are increasingly using mobile devices in their everyday life, the question is why so little progress has been made in this direction. Clearly, the initiative of introducing mobile technology in class should come from teachers. Existing research shows a large diversity of factors that are influencing their perception as regards the usefulness and opportunity of mobile teaching and learning. This research aims to understand the extent to which the expectancy of increased students’ motivation and better understanding are influencing the perception of mobile teaching usefulness. A structural model has been developed and tested on two samples of science education teachers, one from Romania and the other from Lithuania. The results show that the expectancy of a better understanding of lessons by students has an important effect on the teachers’ perception of mobile teaching and learning. Keywords: educational usefulness, learning motivation, mobile teaching, mobile learning, pilot research

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“…With the growing push to implement innovative technologies in today's classroom, the prospect of digital learning has moved education into uncharted territory, creating dynamic learning experiences for students learning that is adaptive, personalized, and continuous is shown to produce significant results in both learner achievement and enjoyment of the learning process (Nikolopoulou, 2020).…”

Section: What Is An Educator To Do?mentioning

confidence: 99%

Examining Technology for Teaching and Learning

Lemoine¹,

Waller²,

Garretson³

et al. 2020

JED

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Much time, money, and attention has been given to the issue of technology in the K-12 classroom. In addition, there is an ever-expanding interest in preparing students for success in a transforming, technology-rich world. In the 21st century technology and education must work together to secure the future for students and society. Society in the 21st century is knowledge-based; learning is critical as knowledge resiliency continually becomes important for survival in the rapidly changing environment. The need for changing traditional approaches to education from the acquisition of short-term skills to proactive programs that infuses technology into the learning are of utmost importance as educators prepare students for the 21st century.

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Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns

Cited by 85 publications

References 35 publications

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

Usefulness of Mobile Teaching and Learning as Perceived by Romanian and Lithuanian Science Teachers

Examining Technology for Teaching and Learning

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