The influence of media contents about health in the construction of the discourse about the body in young adults and teenagers

Eizaguirre, Lázaro Echegaray; Sáiz, Carmen Peñafiel; Ronco, Milagros

doi:10.1145/2669711.2669918

Cited by 1 publication

(1 citation statement)

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“…The sensor software or a mobile application features that ensure graphical representation of the change of the characteristics in the observed process online are mentioned as the most significant benefit of the technology-based learning process compared to the traditional way of work. [15], [20], [21]. Students working in a sensor computer lab or mobile lab can follow the ongoing process, and the graphical representation of its characteristics change at the same time, thus clearly linking the reality with the mathematical description of the process.…”

Section: Mobile Technologies Resources In the Teaching/learning Processmentioning

confidence: 99%

Mobile technologies in physics education in Latvian secondary schools

Juskaite

Ipatovs

Kapenieks

2019

PEN

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The availability of ICT has raised the issue of meaningful use of Mobile technologies (smartphones, tablets, sensors, data loggers, data collectors, as well as other devices and options) in the teaching/learning process of physics to deepen the students' knowledge and develop their research skills. Mobile technologies are constantly and rapidly evolving, and there is practically no social domain where they are not used, including education. Thus, the acquisition of mobile technology usage skills is an integral part of the learning process in a modern school. Education experts are now emphasizing not only the integration of Mobile technologies into the learning process but also the need to improve the efficiency of the learning process for both teachers and students. Success is based not only on what or how much one knows, but also on one's ability to think and act creatively. Mobile technology-based learning process is based on the Educational Technology Competency Standards for Teachers and accentuates the demand for improving teachers' technology skills and with a focus on knowledge and capacity building. This paper summarizes the research on the use of Mobile technologies in teaching physics in Latvia for the last nine years, as well as analyses the issues and suggestions for improving the process. A pedagogical experiment is conducted based on pre-planned and prepared participation in the learning process.

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Section: Mobile Technologies Resources In the Teaching/learning Processmentioning

confidence: 99%