The teacher describes the mobile learning sessions as fun and was able to set a reference on how to use the school’s mobile devices not just for maths but for other subjects as well. If the timeframe and frequency has been changed, what effect would this have on students’ attitudes? Students dealt with this issue by relaunching the application and starting over, which solved the issue most of the time, but sometimes the instability of the application left students frustrated as they lost work that they did for the session. It is obvious that you spent a lot of time creating it and thought critically about how it could best be utilized in your classroom! Exploring mobile learning success factors. Two teachers from the same primary school agreed to participate in the research. Perry, D. R., & Steck, A. K. (2015). In these learning environments, students have found mobile devices helpful in terms of facilitating visualisation of maths concepts. I can see why it will be so beneficial in your classroom. Several activities were carried out while students moved around. An independent t-test of the gains in maths test score between male students in the tablet and male students in the control group found no significant difference, t(23) = 1.441, p = 0.163, d = 0.58 but found a significant difference between female students of the experimental group and the girls in the control group, t(25) = 3.098, p = 0.005, d = 1.19. Mobile learning studies on mathematics yielded the same results. The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. Wu, L. J., Hsiao, H. S., Chang, K. E., & Sung, Y. T. (2006). The sessions had its own set of technical glitches but this is something that the teacher has anticipated. Create your account. Three studies found a positive change in student self-concept and attitudes to maths (Main and O’Rourke 2011; Riconscente 2013; Wu et al. Role of Technology in Math Education. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Journal of Computer Assisted Learning, 25(4), 307–331. Combining E-Learning and M-Learning: New Applications of Blended Educational Resources. Tsuei, M., Chou, H., & Chen, B. The authors declare that they have no conflict of interest. This shows that the use of mobile technologies does not always result to positive outcomes. A graph of the semantic differential ratings for the evaluated sessions is shown in Fig. Mayes, T., & De Freitas, S. (2004). Sometimes when you’re with someone who doesn’t understand then you’d want to do it all and if you’re with someone that does it all then it annoys you as well. Roberts and Vänskä (2011), who implemented a mobile tutorial service over 24 weeks found that students had a decline in their test scores over the course of the intervention. Students also related the challenges they had experienced with the activities. graphing calculator. https://doi.org/10.4018/jmbl.2009040104. Distracted Attention: Technology can be a distraction for students. What you said about utilizing calculators use is a good example of capitalizing on the usefulness of older technologies. Students were also encouraged to ask for clarification whenever they were not sure what the question meant, which was particularly an issue for double negative statements. Study.com has thousands of articles about every The timings and implementation, however, were different in Bray and Tangney’s three interventions (one with 2 h a day over a week, another with 6 h over 2 days and the third a 2-h afternoon session) which may explain why the same gains were not shown in this study. Correspondence to He adds that assessment also had a big role in the activities as he could see straight away what the students are doing and provide guidance where necessary. Usability interface, 8(2), 3–6. when they were doing the task on angle, it’s one that [they] found, [one] that they considered following certain criteria for being a certain angle, and one that they found rather than, you know, the textbook identified… here they were able to find their own one. Mobile technologies have been gaining wider acceptance in education in recent years. be manipulated through a keyboard or other input device. Computers & Education, 79(2014), 59–68. the applications that deliver content and support learning. Lai, A.-F., Lai, H.-Y., Shen, V. R., Tsai, I. C. & Chou, A. It addresses some benefits and challenges faced by the teachers in integrating technology into Mathematics teaching-learning process, as well as their daily activities related to the process such as the use of resources, and the preparation and planning of lesson. The rationale for the design of the activities carried out in this study was to allow students to connect mathematics concepts to their environment, taking advantage of the different features of mobile devices like camera, built-in sensors and network connectivity. An application called SnapShot Bingo provided them with a list of the specific symmetrical conditions that they had to find and organised the images that they captured. Evaluation report of the impact of project K-Nect on teaching and learning. He notes: “you expect certain things to not run smoothly, then you troubleshoot when it happens… it’s not one that actually bothers me that much because the advantages outweigh the disadvantages.” This statement also shows the positive outlook of the teacher in terms of handling technology issues. A female student, for example, explained, “I find it easier to work in pairs so you could discuss it with your partner.” There were, however, cases where some students considered that working in pairs using the tablet was not always good because it led to some discussions over control of the device (n = 7). that all schools mathematics programs face, according to Roblyer & Doering that have a somewhat hands on experience with the data, however it is via a Riconscente, M. M. (2013). (2009) review of state-of-the-art mobile learning studies included mobile learning activities in both formal and informal learning environments like museum, rivers, forests, towns, among many others. According to Roblyer and Doering Copyright © 2020 Elsevier B.V. or its licensors or contributors. If the activities were different, would students still find it better than their regular maths? Where devices vary, what technical skills should teachers have to help students carry on with tasks if technical issues arise? This suggests that the mobile learning intervention has been effective for either boys and girls but so does the traditional model followed by the control group. The non-significant findings on effects on attitudes calls for further research with longer implementation times. While the quantitative data showed no significant improvement in student scores, the teacher testimony that students had been using the technology skills that they had learned in other subjects is a positive outcome. An error occurred trying to load this video. The participants were obtained by soliciting teachers from within one local authority in Scotland. Immediate Formative Assessment: There are many apps and programs available to allow teachers to assess their students in order to obtain real-time assessment information on their students. Student responses to questions raised in the group interviews were analysed into themes: (1) student perception of the tablet activities, (2) advantages/disadvantages of using the tablets, (3) opinions on group/paired work, and (4) issues and challenges in using tablet devices.

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