Where learners' and teachers' perceptions on mobile learning meet: A case of Namibian secondary schools in the Khomas region

Osakwe, Jude; Dlodlo, Nomusa; Jere, Nobert

doi:10.1016/j.techsoc.2016.12.004

Cited by 42 publications

(20 citation statements)

References 35 publications

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“…It has also been shown that it is necessary to develop teachers' insights into mobile phone use (Ariel and Elishar-Malka 2019;Hsieh and Tsai 2017). Despite this, surprisingly few studies have investigated how teachers' understanding of mobile phone use could be increased in relation to students (Dinsmore 2019;Muñoz-Cristóbal et al 2017;Osakwe et al 2017). Previous research has stressed the possibility of increasing the teachers' knowledge through teacher education on how mobile phones could be integrated into teaching (Adukaite et al 2017;Birgin et al 2019;Hsieh and Tsai 2017).…”

Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 99%

“…They noted that mobile phones have often been used to motivate students and strengthen their engagement in school tasks. Osakwe et al (2017) state that most studies have investigated how students have used mobile phones for school tasks without considering the teachers' and students' expectations and thoughts. In order to identify solutions to problems caused by the dissimilar ideas of teachers and students, this article focuses on exploring how teachers' understanding related to students' ideas could be increased.…”

Section: Introductionmentioning

confidence: 99%

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Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Lindell

2020

Educ Inf Technol

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It has been emphasized that students and teachers have dissimilar ideas about how mobile phone use could be utilized and limited. Moreover, these differences have been identified as a crucial problem that has caused conflicts in education. In order to resolve the problem, research has stressed that it is very important to increase teachers' knowledge about how mobile phones can be used in students' work. However, the topic of how teachers could increase their understanding related to students' ideas has remained largely unexamined. Thus, this pilot study explores the following research questions using cultural-historical activity theory and qualitative methods: How is teachers' possibility knowledge influenced when they are exposed to students' ideas about how mobile phones could be both supportive and problematic in school activities? What are the similarities and differences between the students' ideas that have, and have not, influenced the teachers' possibility knowledge of mobile phone use? The results show how the teachers' possibility knowledge increases concerning the features that could be both supportive and problematic and must be limited by rules and a division of labor. Moreover, it transpires that the teachers' possibility knowledge is not always affected. It appears that the teachers' understanding is influenced if they can relate the students' ideas to the teachers' division of labor. These results could be used by schools to resolve problems caused by the different ideas of students and teachers regarding mobile phone use. The results could also be used when implementing mobile phones in educational research.

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Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Lindell

2020

Educ Inf Technol

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“…In tablet teaching, teachers' change in pedagogy involves restructuring classroom activities in accordance with careful considerations of the personalized, learner centered, situated, and ubiquitous features of the learning tool (Osakwe, Dlodlo, & Jere, 2017). Diffusion of tablet teaching entails innovative instructional strategies for planning learning activities to trigger children's curiosity to learn, and motivation to search, explore, use, and communicate with diverse electronic media (Binsaleh & Binsaleh, 2013;Castek & Beach, 2013;Ciampa, 2014).…”

Section: Change In Pedagogical Knowledgementioning

confidence: 99%

Analysis of Teachers’ Tablet Teaching Adoption Process

2017

EDUC SCI-THEOR PRACT

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Teachers play a very important role in providing children with a technology-supported learning environment. They are often challenged by the use of the tools and the effort required for planning pedagogical activities in technology integration. This study explored teachers' adoption process in tablet teaching (teaching with tablets). The purposes of the study were to study: (1) the processes teachers experienced for adopting tablets teaching, (2) the inspirations from children' s learning reactions, and (3) challenges and strengths of the integration of tablet teaching. A phenomenological approach was used in this study. Three stages were involved in the data collection and analysis: (I) document analysis from online activity records and project reports, (II) interviews with 17 teachers, and (III) inductive analysis of various data resources. Analyses from various sources revealed that teachers' adoption process for tablet teaching includes: building basic knowledge of the new device, exploring different interests, modifying and redefining integration, and on-going tryouts. They were challenged with technology, pedagogical concerns, policy support, and community support. From the adoption process, teachers were inspired by children' s motivation and learning engagement. In future implementation, scaffolding skills, exploratory opportunities, collaborative approach among teachers, open sharing of knowledge were suggested in tablet teaching.

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“…There is still resistance from educators or teachers to implement technology in the learning process due to several factors such as digital literacy of teachers, namely teachers' low skills to manage and integrate technology and materials into the learning process and the desire of the teacher to learn how to use new technologies in the learning process (Hanif et al, 2018;Osakwe, Dlodlo, & Jere, 2017). Teachers should understand that in the learning process nowadays, students are familiar with technology, so as an educator, they must be able to pay attention and accommodate the characteristics of their students.…”

Section:  Introductionmentioning

confidence: 99%

Student’s View of Using Digital Learning Media in Classroom Activities: A Case of Public Senior High School in Cirebon, Indonesia

2020

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Student's View of Using Digital Learning Media in Classroom Activities: A Case of Public Senior High School in Cirebon, Indonesia. Objectives: This study aimed to determine the perceptions of senior high school students about the use of digital learning media in the learning process. Method: This study used a descriptive research design with a survey method to the 53 students of XI IPA of SMAN 1 Susukan that were randomly selected as research sample. The questionnaire was distributed to the sample as a data collection technique, and then the results were analyzed quantitatively with a percentage. Findings: The results showed that students were familiar with the use of digital media in the learning process; about 55.7% of students had used digital learning media. However, it was still dominated by the visual-based media (49.1% of students). Meanwhile, students had a favorable view of learning multimedia; around 41.5 % of students agreed to the development of multimedia products. Conclusion: Learning multimedia could be an innovation in digital learning media according to the attitudes shown by the students.

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Where learners' and teachers' perceptions on mobile learning meet: A case of Namibian secondary schools in the Khomas region

Cited by 42 publications

References 35 publications

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Analysis of Teachers’ Tablet Teaching Adoption Process

Student’s View of Using Digital Learning Media in Classroom Activities: A Case of Public Senior High School in Cirebon, Indonesia

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