Using Mobile Technology for Fostering Intellectual Engagement

Babb, Armando Paulino Preciado; Saar, Candace; Marcotte, Chenoa; Brandon, Jim; Friesen, Sharon

doi:10.3991/ijim.v7i3.2888

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…The positive educator perceptions concerning textbook utilization in nurturing spatial thinking underscore the indispensable role of technology as a pedagogical adjunct. The current educational milieu witnesses educators recognizing the imperativeness of meticulously curating learning experiences to intellectually engage learners [52]. The supportive features embedded within the STEM-integrated mobile digital textbook-memo pads, highlighting utilities, integrated QR code scanners, navigational aids, GeoExplore, and GeoInfo visualization options-act as catalysts in refining spatial cognitive abilities.…”

Section: Discussionmentioning

confidence: 99%

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

Putra,

Sumarmi,

Bachri

et al. 2023

Int. J. Interact. Mob. Technol.

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Integrating technology into learning has become a pivotal necessity in the digital age. This underscores the imperative for educators, serving as facilitators, to organize and implement digital technology within instructional processes adeptly. Central to this application is educators’ perceptions of the utilization of mobile digital textbooks. Crucially, this study, rooted in a qualitative research design, sought to elucidate teachers’ perceptions regarding the employment of the Mobile Digital Textbook, integrated with a STEM approach, to enhance students’ spatial thinking and Higher-Order Thinking Skills (HOTS). Data collection was meticulously executed through semi-structured interviews involving fifteen geography educators from eight East Java, Indonesia, secondary institutions. With the aid of NVIVO software, the data were systematically organized and categorized based on pre-established criteria. The findings revealed a predominantly positive perception among the fifteen participants towards using the Mobile Digital Textbook with the STEM approach in fostering students’ spatial thinking and HOTS. The implications of this research underscore the significance of continuous training and support for educators in assimilating digital technology, particularly mobile digital textbooks, to elevate instructional quality and cultivate students’ advanced cognitive abilities.

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Section: Discussionmentioning

confidence: 99%

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

Putra,

Sumarmi,

Bachri

et al. 2023

Int. J. Interact. Mob. Technol.

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“…Delialioglu, O., et al [15] demonstrated that real interactive learning activities, team cooperation, and personalized learning of students play important roles in blended learning courses. Preciado-Babb, A. P., et al [16] believed that students' use of mobile technologies could significantly improve their learning engagement. Schols, M. [17] found four factors that encourage teachers and educators to participate in technological learning.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment

Lin¹,

Wang²,

Meng³

2022

Int. J. Emerg. Technol. Learn.

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This study used the Pedagogical Affordance-Social Affordance-Technical Affordance (PST) model as basis in designing a questionnaire to investigate the influencing factors of learners’ cognitive engagement in an online learning environment. Moreover, the influencing degrees of educational, social, and technological affordances on learners’ cognitive engagement in an online learning environment were estimated. Research results demonstrated that the overall Cronbach’s α of the questionnaire was 0.883, KMO was 0.859, and cumulative variance interpretation rate after rotation was 79.199%. Thus, the designed questionnaire has very good reliability and validity. Educational affordance can significantly improve learners’ superficial and deep learning engagements. Social and technological affordances can significantly increase learners’ superficial learning engagement, but they cannot significantly increase deep learning engagement. Online learning contact time has significant differences under the 1% and 10% levels. Research results can provide some references to explore the relationship between the PST model and cognitive engagement and improve the overall affordance of an online learning environment.

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“…The data for the overall three-year design-based research is extensive and include both quantitative and qualitative sources-see [18] for more information. The data for the case reported in this paper comprises: class observations, interviews with teachers and students, documents used for the project, and filed notes taken by one research member who attended the sessions of the project.…”

Section: The Design-based Researchmentioning

confidence: 99%

“…We have been particularly interested in promoting intellectual engagement, as described in [17] and [18]. The focus on student engagement springs from an interests on students' life well beyond academic performance at school.…”

Section: A Focus On Intellectual Engagementmentioning

confidence: 99%

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Engaging High School Students in an Engineering Thermodynamics Project

et al. 2015

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Abstract-Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content-often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K -12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a sevensession engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaborationas a means for teacher professional development-between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning Index Terms-Authentic tasks, Inquiry-based, Projectbased, Formative assessment.

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Using Mobile Technology for Fostering Intellectual Engagement

Cited by 4 publications

References 6 publications

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment

Engaging High School Students in an Engineering Thermodynamics Project

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