How Do K-12 Students' Manage Applications on Their Mobile Devices?

International Journal of Recent Technology and Engineering (IJRTE), 2019

Mobile learning applications have created new learning opportunities which lead to the transition from traditional learning to modern learning, thus enhancing individuals’ learning experiences. Mobile learning applications that come with good and effective user interface allow users to be aware and mindful about the subject matter. This enables users to fully optimise the applications for learning purposes. In order to develop an effective mobile learning application, the user interface should take into account the requirements of its users for mobile learning. Children in particular are immature learners and mobile users, whose characteristics and insights are not quite the same as the adults. To date, there are design guidelines for mobile learning applications, however they are not specifically intended for children. In fact, the existing design guidelines are mostly targeted for desktop applications which are not suitable for mobile learning applications. Therefore, this study a...

" If we want students to become smarter than a smartphone, we need to think harder about the pedagogies we are using to teach them. Technology can amplify great teaching but great technology cannot replace poor teaching " (OECD, 2015). Nowadays, the Neumann Galaxy lives together with the Gutenberg Galaxy. Both printed books and mobile devices can be applied in education. The following question often arises: In which proportion should they be used by teachers and by students? We believe in the learner-centred pedagogy and we analyse this question from the student's side. We are focusing on the types of mobile learning. Mobile devices allow the students to develop innovative learning skills. The question is, whether they can leverage these potentials? Do they know the relevant online curriculums, platforms and applications? Do they have incentive for integrating mobile devices in their learning process?

Proceedings of EDULEARN20 Conference, 2020

Many studies have examined the use of mobile apps in K-12 classrooms, however, a detailed analysis of factors that might influence the effectiveness of learning performance has yet to be conducted. The purpose of this study was to assess student and teacher-based factors that could influence learning performance with mobile apps. A total of 722 students (females = 382, males = 339) from middle (n=333) and secondary (n=389) school mathematics (n=15) and science (n=18) classrooms participated in the study. Thirty-three teachers (females=25, males =8) taught 33 classes that integrated the use of mobile apps. Learning performance was assessed using teacher-created pre-and post-tests that included remembering, understanding, application, analysis and/or evaluation questions. The impact of five student-based factors (school level, gender, subject area comfort level, computer comfort level, and attitudes toward mobile apps) and three teacher-based factors (gender, attitude toward mobile apps, teaching strategy) on student learning performance were assessed. School-level, student attitudes toward learning with mobile apps, teacher gender, teacher attitudes toward learning with mobile apps, and teaching strategies were significantly related to gains in learning performance. Specifically, secondary school students, having a female teacher, positive student and teacher attitudes about learning and mobile apps, and teacher-led or individual use of mobile apps were associated with increased learning performance.

International Journal of Internet Education, 2016

The purpose of this study is to investigate the use patterns and ownership of smartphone apps among students at the Department of Library and Information Science (DLIS) at the South Valley University (SVU), Egypt. This study may help faculty members and students, as well as DLISs in general and SVU"s DLIS, in particular, to understand the nature and purpose of such use. Design/methodology/approach This study used quantitative research methodology in the form of a survey, which was undertaken from February to March 2015. The survey instrument was a self-administrated questionnaire, with a response rate 82.7 per cent (441/533). Findings The findings of this study showed that smartphone users (82.7 per cent) at SVU"s DLIS tended to be junior females. Smartphone non-users (17.3 per cent) tended to be also young females but primarily sophomores. The highest percentage of smartphone users had been using smartphones for four to five years, and the largest number of students was described to be advanced users who heard first about these mobile devices through friends and the Web. Most users had 21 to 25 apps. Social apps were the most popular and included Facebook, e-mail and Twitter. For professional purposes, students used smartphones more for communication purposes than learning purposes. Apps related to educational purposes included Google Mobile, Facebook, e-mail, Twitter, YouTube and Wikipedia Mobile. Students perceived most apps to be easy to use and useful to them. There were a number of uses for socializing including messaging, following the news and playing games. Students had mainly positive attitudes towards apps with a few negative concerns. Almost all students confirmed that they trust most apps. Barriers related to the use of apps included training and lack of awareness. Further research may be needed to specify the relationship between the students" use of these apps and their academic performance. The main tasks done on smartphone devices were mainly for socializing. Students indicated that popular tasks and activities, such as sending and receiving messages, following the news, making communications, making chat, making friends, finding specific information, finding general information, making discussion groups, playing games, completing class assignments, checking materials related to courses, doing business, seeking jobs, watching movies, listening to music and accessing library services are important tasks accomplished by them through the use of these devices. The current study indicated very positive attitudes towards the use of these apps. Student at least agree with the statement that smartphone apps allow for easy dissemination of information, provide too much information, increase the speed of finding information, help communication, convenient, secure, build confident and reduce paper use. However, a large number of students also at least agree with the statement that these apps are time consuming, intimidating, addictive, violate privacy, require high language and technical skills, harmful and frustrating. Almost all students confirmed that they are at least trustful in some apps, such as WhatsApp, e-mail, YouTube, Facebook, Flickr, Twitter and Viber. A large number of smartphone users surveyed in this study have been described to make excessive usage of social apps, such as communication apps, messaging/texting apps and social networking sites, which were at the forefront of use. Additionally, a large number of them adopted these devices, especially for communication purposes. The most used apps were Facebook, e-mail, Twitter, WhatsApp, YouTube and Viber. For professional

2015

School culture is a nebulous blend of traditions, values, beliefs, and rituals built up over time. Recent mobile technologies are disrupting this culture in favor of learning that is personalized, on demand, ubiquitous knowledge. This paper provides a historical overview of the adoption of mobile technologies in school culture. An epistemological dissonance is uncovered regarding a slow rate of adoption and effective pedagogical practices. Finally, building from existing literature, a new framework is presented to elucidate a new school culture that involves students as curators of the web, creators of knowledge, and custodians of learning.