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Статті в журналах з теми "Mobile schools"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Lin, Mei-Mei, Shu-Kuei Lin, and Fu-Hsiang Kuo. "A Review of Decades of the Opportunities and Challenges for Digital Mobile E-Learning in Taiwan." Journal of Education and Culture Studies 8, no. 2 (2024): p83. http://dx.doi.org/10.22158/jecs.v8n2p83.

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This study examines the current status of digital mobile e-learning in Taiwan using a literature review. Taiwan’s digital mobile e-learning implementation plan is divided into two plans: the first targets high schools and higher vocational education, while the second targets elementary and junior high schools. Previous research shows that digital mobile e-learning can improve school efficiency and promote teaching innovation in Taiwanese high schools. Factors, such as school size, teacher-student ratio, number of tablet PCs, technical teacher ratio, total equipment expenses, and various school

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2

Sulisworo, Dwi, Lia Yunita, and Arif Komalasari. "Which Mobile Learning is More Suitable on Physics Learning in Indonesian High School?" International Journal of Recent Contributions from Engineering, Science & IT (iJES) 5, no. 1 (2017): 97. http://dx.doi.org/10.3991/ijes.v5i1.6494.

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The use of mobile learning tool has controversy in Indonesian schools. Some teachers feel that it would interfere with the learning process in the classroom, but at the same time teachers saw a lot of potential of mobile technology. The goal of this study is to observe secondary schools on facilitating students through the use of mobile learning. This research is descriptive qualitative evaluations on the assembling mobile learning in several secondary schools in several regions in Indonesia during 2014-2015. The results of this study indicate that some of the schools that have implemented mob

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3

Bock, Annekatrin, and Felicitas Macgilchrist. "Mobile media practices of young people in «safely digital», «enthusiastically digital», and «postdigital» schools." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 35, Media literacy (2019): 136–56. http://dx.doi.org/10.21240/mpaed/35/2019.10.23.x.

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How do schools today engage with mobile media? Drawing on ethnographically oriented research at German Schools Abroad, this paper teases out three sets of practices regarding young people’s mobile media use: «safe», «enthusiastic», and «postdigital». Presenting vignettes from three schools to illustrate each set of practices, the paper demonstrates how students are differently controlled, guided, and given space to shape their worlds through the practices. The paper highlights that these practices exist simultaneously. They enact different (not better or worse) institutional priorities and dif

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4

Garcia, Antero. "Trust and Mobile Media Use in Schools." Educational Forum 76, no. 4 (2012): 430–33. http://dx.doi.org/10.1080/00131725.2012.707566.

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5

Sulcius, Algirdas, and Sergey Å. ulÄiÅ«tÄ—, Teleshov. "The prototype of mobile laboratories for chemical education." Bulletin for the History of Chemistry 46, no. 2 (2021): 186–97. https://doi.org/10.70359/bhc2021v046p186.

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Recently, mobile laboratories equipped with a variety of expensive equipment have been used in the world to perform laboratory work in schools. Mobile laboratories travel to various schools and demonstrate experiments to students and teachers. This article discusses the historical facts about the world’s first mobile chemistry laboratory, organized by V. N. Verkhovskiy. In 1921, despite difficult political circumstances and devastation in Russia Verkhovskiy organized the carriage-laboratory ("Wagon-laboratory") and travelled to various schools in Petersburg province. The purpose of carriage-co

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6

Sulisworo, Dwi, and Muqoyyanah Muqoyyanah. "The Penetration of Mobile Technology and Its Implementation on Learning in Indonesian High School." Indonesian Review of Physics 1, no. 1 (2018): 11. http://dx.doi.org/10.12928/irip.v1i1.249.

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The use of a smartphone as a mobile learning tool in schools is controversial. On the one hand, the teacher prohibits it because it would interfere with the learning process in the classroom; and on the other hand, the teacher saw a lot of potentials can be used from mobile technology. The goal of this study is to describe how the development of secondary schools in Indonesia can facilitate students through the use of mobile learning with the hope that it can be taken at the school level policies to strengthen the existing learning system so that students can achieve optimal learning competenc

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7

Gómez-García, Melchor, Roberto Soto-Varela, Juan Agustín Morón-Marchena, and María José del Pino-Espejo. "Using Mobile Devices for Educational Purposes in Compulsory Secondary Education to Improve Student’s Learning Achievements." Sustainability 12, no. 9 (2020): 3724. http://dx.doi.org/10.3390/su12093724.

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The number of mobiles surpassed the population of the planet in 2018. Without a doubt, they have become the tool of reference in our social life, as well as in our work and leisure, but in educational centers, they continue to be used inefficiently or are declared off limits to some classrooms. This study aims to establish the relationship that the use of mobile phones in secondary education schools may have in regard to the student’s academic performance. For this purpose, we will carry out a secondary exploitation of the Ministry of Education database for 2017 with the data of 1,887,027 stud

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8

Ramasamy, Raganeswari, Mariam Mohamad, Mageswaran Sanmugam, and Chee Mei Hooi. "EFFECTIVENESS OF MOBILE LEARNING IN NARRATIVE WRITING AT SECONDARY SCHOOLS." Malaysian Journal of Learning and Instruction 22, no. 1 (2025): 140–56. https://doi.org/10.32890/mjli2025.22.1.8.

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Purpose – Mobile learning has several applications that can be advantageous in the field of education. They play a significant role in technology assisted learning. Employing mobile learning in teaching writing skills offers communication, collaboration, and fun learning. It also creates a conducive learning environment among the students. Integration of mobile learning in teaching writing skills allows educators and students to enter the digital era, as the technology used in teaching and learning writing skills via mobile learning is more effective than the conventional approach. Methodology

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9

Juškaite, Loreta. "MOBILE APPS FOR TEACHING PHYSICS: USING APPLICATIONS IN LATVIAN SCHOOLS." SOCIETY. TECHNOLOGY. SOLUTIONS. Proceedings of the International Scientific Conference 1 (April 17, 2019): 12. http://dx.doi.org/10.35363/via.sts.2019.8.

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INTRODUCTION Observed trends in education: the focus is set no longer on how to acquire the technical skills of using mobile apps, but on the methodological skills of using mobile apps, which requires continuous support from the school’s administration and a significant amount of time to invest directly in developing the teachers’ professional competence, which in turn can be realized with appropriate learning resources. When using technologies to develop young people’s skills necessary for the labour market, it is not enough to invest in the acquisition of technology; the use of technol

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10

Aprilia, Bekti, Muhammad Japar, and Maria Paristiowati. "NEED ANALYSIS OF MOBILE LEARNING AT JUNIOR HIGH SCHOOL IN INDONESIA: A BLIOMETRIC STUDY." Proceedings of International Conference on Education 2, no. 1 (2024): 297–308. http://dx.doi.org/10.32672/pice.v2i1.1374.

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This research examines the need for mobile learning at Indonesia's junior high school. Mobile learning is a learning approach that uses mobile devices and digital technology to support the learning process. This research aims to understand research trends related to mobile learning and the need for mobile learning in Indonesian junior high schools. This research uses bibliometric analysis to evaluate mobile learning research trends in Indonesian junior high schools. Bibliometric analysis involves collecting and analyzing relevant bibliographic data or scientific publications. The research uses

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11

Mrs., P. Krishnakumari, and R. Sarangapani Dr. "Saransh Web portal and mobile application for CBSE School." International Journal of Advance and Applied Research 10, no. 1 (2022): 362 to 366. https://doi.org/10.5281/zenodo.7203910.

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A CBSE initiative, it is a self-review and analysis tool for CBSE-affiliated schools and parents. It enables them to assess students' performance and implement corrective measures.  This allows schools to compare their performance to that of all CBSE schools. It also allows parents to compare their ward's performance at various levels within the school, state, region, and national levels. Saransh allows parents and teachers to have one-on-one conversations about their children's performance and overall growth.

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12

Aldulaimi, Mohammed Hasan, Thair A. Kadhim, Israa S. Kamil, and Musaddak M. Abdul Zahra. "A Mobile Learning Model to Improve the Learning Environment in Iraqi Secondary Schools." Webology 18, no. 2 (2021): 972–81. http://dx.doi.org/10.14704/web/v18i2/web18367.

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Nowadays the use of mobile devices has increased dramatically as they have been integrated into different learning facilities. In this paper, the opinions of high school students and their teachers will be evaluated in order to get a better understanding of how mobile devices are used in the learning environment. A qualitative and quantitative method was used in this study. Multiple cases for the purpose of understanding the level of students' use of these devices in schools. Through the results of this study, it can be determined whether spending on textbooks and supplies is necessary compare

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13

Mfaume, Hamisi. "Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools." Journal of Learning for Development 9, no. 2 (2022): 176–89. http://dx.doi.org/10.56059/jl4d.v9i2.610.

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Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected

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14

Summers, Jo Ann B. "Apples On! Exploring Mobile Device Learning in Schools." Journal of Teaching and Teacher Education 3, no. 2 (2015): 111–21. http://dx.doi.org/10.12785/jtte/030201.

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15

Ng, Wan, and Howard Nicholas. "A framework for sustainable mobile learning in schools." British Journal of Educational Technology 44, no. 5 (2012): 695–715. http://dx.doi.org/10.1111/j.1467-8535.2012.01359.x.

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16

Selwyn, Neil. "Schooling the Mobile Generation: The future for schools in the mobile-networked society." British Journal of Sociology of Education 24, no. 2 (2003): 131–44. http://dx.doi.org/10.1080/01425690301905.

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17

Petley, Rebecca, Guy Parker, and Jill Attewell. "The Mobile Learning Network." International Journal of Game-Based Learning 1, no. 4 (2011): 37–48. http://dx.doi.org/10.4018/ijgbl.2011100104.

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The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and over 7,000 staff. MoLeNET projects have procured a range of handheld devices and supporting technologies since the initiative began in 2007, with a significant increase in purchases of games technologies (mainly the Nintendo DS and Sony PSP, but also

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18

Ott, Torbjörn. "A Historical Materialist Analysis of the Debate in Swedish Print Media on Mobile Phones in School Settings." International Journal of Mobile and Blended Learning 6, no. 2 (2014): 1–14. http://dx.doi.org/10.4018/ijmbl.2014040101.

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The use of mobile phones for teaching and learning in schools has been a controversial matter. In this paper the debate in two Swedish newspapers on the use of mobile phones in schools is analysed using a historical materialist framework. The results are discussed in relation to contemporary research on mobile learning. The analysis reveals that the debate has been a consequence of a conflict of control of the process of learning in schools. Statements from the stakeholders in the debate indicate that it primarily has been a conflict between those who rule school, the legislators, and those wh

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19

Lamichhane, Sanjita. "Mobile Communication." Himalayan Physics 3 (January 1, 2013): 74–77. http://dx.doi.org/10.3126/hj.v3i0.7310.

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Today’s technology is essential tools of the teaching trade. Many using technology young children in particular make effective use of the technology to acquire, create and display the knowledge that they are gaining. Study focuses on how action learning sets help pre-service teachers (PSTs) to use mobile phones for developing pedagogy. These school-based, action-learning group of PSTs allocate five schools are participate in the study. The findings indicated that the m-learning sets provide a vehicle for critical discussion and feedback for their learning and hence support sustain to target pr

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20

Manzoor, Salman, Samiullah Sarwar, and Muhammad Asim. "M-Learning in Higher Education: Exploring the Gender Based Faculty Performance of Business Schools in Pakistan." Pakistan Journal of Gender Studies 20, no. 1 (2020): 195–210. http://dx.doi.org/10.46568/pjgs.v20i1.428.

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This study aims to observe the influence of inclusion of mobile learning in Business Schools on students’ performance and gender based faculty members’ performance in business schools in Karachi, Pakistan. The functions offered in mobile phones include the access to information of real-time, medium of communication, and host of affordances. Nevertheless, along with the opportunities and incentives the mobile devices carry opportunities for students to involve in academic dishonesty, deviation and distraction from the assigned tasks. By employing quantitative research method, this study tends t

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21

Muhammad, Hanif, Asrowi, and Sunardi. "Students' Access to and Perception of Using Mobile Technologies in the Classroom: the Potential and Challenges of Implementing Mobile Learning." Journal of Education and Learning (EduLearn) 12, no. 4 (2018): 644–50. https://doi.org/10.11591/edulearn.v12i4.8398.

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In implementing mobile learning system, students’ needs and perceptions should be focused upon along with curriculum standards. Particularly in the context of higher education institutions in Indonesia, some schools authorities have refused to implement m-learning. Although m-learning is widely used in some schools and considered an effective educational tool, it is not yet fully utilised in most Indonesian schools. Therefore, the aim of this study is to investigate students’ access to and perception of the use of mobile devices in learning, and to understand the potential for its

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22

Riyanto, Nila Agus, Abdul Hamid, and Ulfah Dina Maryati. "MOBILE WEB BASED SCHOOL INFORMATION SYSTEM GOVERNANCE." JLCEdu (Journal of Learning and Character Education) 2, no. 2 (2022): 75–81. http://dx.doi.org/10.56327/jlcedu.v2i2.46.

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Schools are one of the basic needs of society in order to improve human resources through academic education and other supporting education. Through schools, people can study the development of education by utilizing the development of technology and information which is increasingly easy to obtain. Currently schools are trying to become institutions that are able to serve the community well, especially in terms of conveying information to the community. However, so far information is still done manually, such as pasting on announcement boards, circulars distributed to students. Along with the

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23

Susi Wahyuning Asih, Susi Wahyuning Asih, Ginanjar Sasmito Adi, and Supriyadi. "Behavior Characterization of Use of Mobile Phones which Potentially Cause Health Problems of Elementary School-Age Children in Rural and Urban Areas." Jurnal Kesehatan dr. Soebandi 9, no. 1 (2021): 31–37. http://dx.doi.org/10.36858/jkds.v9i1.273.

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Introduction: The development of communication technology meets a siginificant advancement, and mobile phones are part of it. Mobile phones are used not only by adults but also by children, including elementary school age children. Children in using mobile phones have different behavior based on their social, economic and cultural differences. Some behaviors of children in using mobile phones have a risk of health problems. Objective: The purpose of the study was to characterize the behavior of the use of mobile phones in primary school age children which could potentially cause health problem

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Monika, Farzana Mahzabin, and Md Mahfuzar Rahman. "Mobile Phone Usage Pattern among Secondary School Children in Some Selected Rural Schools." Anwer Khan Modern Medical College Journal 12, no. 1 (2023): 6–10. http://dx.doi.org/10.3329/akmmcj.v12i1.64626.

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Background: Mobile phones are an integral part of our modern life. The use of mobile phone for various purposes (including educational) has increased in recent few years in Bangladesh. The aim of the study was to explore the mobile phone usage pattern among secondary school children in rural schools of Bangladesh. Materials and Methods: This descriptive type cross sectional study was carried among 295 secondary school children by purposive sampling technique from 1st to 31st December, 2019 in different villages of Dhamrai Upazilla, Dhaka. Data were collected by duly pretested a semi-stru

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25

Mahdi, M. Islam, and Agus Suryana. "Mobile Web-Based Learning Application." International Journal of Information technology and Computer Engineering, no. 22 (March 30, 2022): 22–33. http://dx.doi.org/10.55529/ijitc.22.22.33.

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Teaching and Learning activities in gotong royong junior high schools are currently conventional only limited to meetings in schools. The time available for teachers and students to meet face to face in the classroom is very limited, in addition, the process of delivering the material is almost completely carried out in the classroom which causes the delivery of the material to be late, when a student does not enter school, the student will later find it difficult to follow the learning process. therefore, a Mobile Web-Based Learning Application was created at Gotong Royong Junior High School,

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26

Nugroho, Ichwan Restu, Insih Wilujeng, and Zuhdan Kun Prasetyo. "Mobile Learning Research Trends in Indonesia: A Systematic Literature Review." Jurnal Penelitian Pendidikan IPA 9, no. 8 (2023): 356–65. http://dx.doi.org/10.29303/jppipa.v9i8.3073.

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The existence of mobile devices and advances in technology has made mobile learning one of the learning trends in schools ranging from elementary to high school and even college in Indonesia. This content analysis research aims to systematically analyze trends in the development of mobile learning in Indonesia based on analysis of articles found in international and national journals. Based on the search results obtained 61 articles. Article analysis uses the Paper Classification Form (PCF) instrument which has been tested for validity and reliability. Based on the results of the analysis, the

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De Jong, David, Trent Grundmeyer, and Chad Anderson. "Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms." International Journal of Mobile and Blended Learning 10, no. 1 (2018): 12–33. http://dx.doi.org/10.4018/ijmbl.2018010102.

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More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices in the classroom, but quite often educators do not understand the significance of this technology or agree with its purpose. The purpose of this study was to explore elementary and secondary teacher perceptions of mobile technology in the classroom. According to the survey results, elementary and secondary teachers feel positive about the uses and the importan

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28

Holt, Joanna, Joris Hanse, and Marieke Baan. "The NOVA Mobile Planetarium: Ten Best Practices for Planetarium Projects Based on an Astronomy Education Success Story." Communicating Astronomy with the Public Journal 17, no. 2 (2023): 35–42. https://doi.org/10.5281/zenodo.14986691.

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The Netherlands Research School for Astronomy (NOVA) has operated a Mobile Planetarium for over 14 years. Between 2009-2023, the project reached more than 400,000 learners and their teachers across the Netherlands. The project has been popular with schools since the beginning but continues to grow and reach increasing numbers of learners and schools each year. A project like the Mobile Planetarium does not continue growing this way without developing key ingredients or best practices. In this article, we describe the NOVA Mobile Planetarium project in detail and the challenges faced over the l

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Mohamad, M., F. Maringe, and J. Woollard. "Mobile Learning in Malaysian Schools: Opportunities and Challenges of introducing teaching through mobile phones." International Journal for e-Learning Security 2, no. 1 (2012): 133–37. http://dx.doi.org/10.20533/ijels.2046.4568.2012.0017.

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Alkautsar, Iman, and Mita Anggaryani. "Mobile Learning “Asmeralda” for Teaching Static Fluid at Senior High Schools." Berkala Ilmiah Pendidikan Fisika 10, no. 2 (2022): 179. http://dx.doi.org/10.20527/bipf.v10i2.13341.

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This study applied Research and Development (R&D) method for developing a mobile learning media for teaching static fluid material, namely "Asmeralda" (Aplikasi Mobile Learning Fisika Fluida). This study aims to assess the feasibility of "Asmeralda" implemented in Physics class. In developing "Asmeralda", this study follows the ADDIE steps: Analysis, Design, Development, Implementation, and Evaluation. The data collection used questionaries and interviews. The participants in this study consist of expert lecturers and senior high school students in Surabaya. The results show a positive res

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Ismail, Siti Noor, Mohd Norakmar Omar, Yahya Don, Yoppy Wahyu Purnomo, and Muhamad Dzahir Kasa. "Teachers’ acceptance of mobile technology use towards innovative teaching in Malaysian secondary schools." International Journal of Evaluation and Research in Education (IJERE) 11, no. 1 (2022): 120. http://dx.doi.org/10.11591/ijere.v11i1.21872.

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<span>The integration of mobile technology is not a new thing nowadays. It became increasingly applied after the COVID-19 pandemic hit the world. Teachers need to use mobile technology devices widely to improve teaching effectiveness. This study aimed to explore the elements of teachers' acceptance of mobile technology as a learning alternative. The respondents consisted of 422 teachers in 24 secondary schools around Kedah, Malaysia. The results showed that teachers are impressed to integrate mobile technology based on three dimensions: effort expectancy, hedonic motivation, and habit. T

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J. Lokollo, Lambertus, Rudolf Kempa, and J. Marthen Manunay. "School Self Evaluation Concepts in The Context of Program Evaluation Mobile School." JTP - Jurnal Teknologi Pendidikan 25, no. 2 (2023): 304–14. http://dx.doi.org/10.21009/jtp.v25i2.35683.

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Evaluation of the driving school program is important in proving the success or failure of the program. The stages in the evaluation of driving schools consist of the initial program evaluation stage, the mid-program stage and the final program stage. Driving schools must prepare themselves to face the evaluation process according to the intended stages. Self-evaluation is one of the alternative choices that schools can make to assess the school's self-assessment in achieving the driving school program in order to take steps to change on an ongoing basis in order to achieve the goals of the dr

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Suleiman, Muftahu, and Shafiu Umar. "EVALUATING THE EFFECTIVENESS OF AN ACTIVE MOBILE PHONE DETECTION SYSTEM IN AN ACADEMIC ENVIRONMENT." FUDMA JOURNAL OF SCIENCES 9 (April 29, 2025): 136–41. https://doi.org/10.33003/fjs-2025-09(ahbsi)-3392.

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The growing use of mobile phones in academic environments has prompted serious concerns about their ability to distract students and compromise the integrity of exams. This study evaluates the effectiveness of an Active Mobile Phone Detection System (AMPDS) that has been implemented in an academic environment. The overall objective of the research is to determine the ability of the device to sense active mobile phones at a distance of 4 meters and its suitability in preserving discipline and reducing distraction. Other objectives of the research include testing device’s sensitivity under real-

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Pratama, Ahmad R., and Lori L. Scarlatos. "Ownership and Use of Mobile Devices Among Adolescents in Indonesia." Journal of Educational Technology Systems 48, no. 3 (2019): 356–84. http://dx.doi.org/10.1177/0047239519886584.

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This article offers insights into the ownership and use of mobile devices (smartphones and tablets) among Indonesian middle and high school students. The study is based on primary data collected from a survey of 1,157 students at two middle schools and two high schools from two different regions in Indonesia. Data analysis includes multiple correspondence analysis and logistic regression models. The findings show that both ownership and use of mobile devices varies significantly among students of different sex, age, location, and most importantly socioeconomic status. This article also reports

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Juskaite, Loreta, Aleksandrs Ipatovs, and Atis Kapenieks. "Mobile technologies in physics education in Latvian secondary schools." Periodicals of Engineering and Natural Sciences (PEN) 7, no. 1 (2019): 187. http://dx.doi.org/10.21533/pen.v7i1.361.

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Higginson, Joanne, Julie McLeod, and Fazal Rizvi. "Globally mobile middle class lives in government secondary schools." Discourse: Studies in the Cultural Politics of Education 40, no. 5 (2019): 633–46. http://dx.doi.org/10.1080/01596306.2019.1573887.

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Permana, Agus Aan Jiwa, Made Sudarma, and Ngakan Nyoman Darmayasa. "E-Counseling : Mobile-Based Specialization System in Vocational Schools." Mikailalsys Journal of Advanced Engineering International 1, no. 3 (2024): 156–69. http://dx.doi.org/10.58578/mjaei.v1i3.3847.

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Many students who will continue their studies to the high school level are confused about choosing a major. This is because most students do not understand the majors at the vocational level, making it difficult for students to enter majors according to the talents and interests of each student. This research is a continuation of previous research that has developed web-based applications. With a majors specialization system using the Inventory Personal Survey Test model system which was built as a majors selection system at the SMK level, mobile access is needed to make it easier for students

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Bento da Silva, Juarez, Willian Rochadel, Jose Pedro Schardosim Simao, and Andre Vaz da Silva Fidalgo. "Adaptation Model of Mobile Remote Experimentation for Elementary Schools." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 9, no. 1 (2014): 28–32. http://dx.doi.org/10.1109/rita.2014.2302053.

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Joyce-Gibbons, Andrew, David Galloway, Andrew Mollel, Sylvester Mgoma, Madeleke Pima, and Enos Deogratias. "Mobile phone use in two secondary schools in Tanzania." Education and Information Technologies 23, no. 1 (2017): 73–92. http://dx.doi.org/10.1007/s10639-017-9586-1.

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Mai, Mohammed Yousef. "Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools." European Journal of Interdisciplinary Studies 1, no. 3 (2015): 187. http://dx.doi.org/10.26417/ejis.v1i3.p187-196.

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The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Ques

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Mai, Mohammed Yousef. "Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools." European Journal of Interdisciplinary Studies 3, no. 1 (2015): 187. http://dx.doi.org/10.26417/ejis.v3i1.p187-196.

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The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Ques

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Salsabila, Nila Felasofia, Eko Handoyo, and Hamdan Tri Atmaja. "The Impact of Mobile Phone Use on Students Learning Independence in Elementary Schools." International Journal of Research and Review 11, no. 11 (2024): 354–64. http://dx.doi.org/10.52403/ijrr.20241132.

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The world is entering the era of the industrial revolution 4.0 where every aspect of daily life requires technology in activities. This has an impact on elementary school students increasingly using cellphones which if left alone without supervision, this will make students addicted to using cellphones to the point of forgetting their obligations as students, namely studying. The UN is proposing the fourth sustainable development program (SDG-4), which focuses on improving the quality of education by utilizing technology. One of the most valuable provisions in facing global competition is the

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., Kapila. "A Study to Assess the Various Factors and Hazards Related to Mobile phone Addiction Among the Adolescents of different schools in Delhi." International Journal of Health Sciences and Research 14, no. 2 (2024): 106–17. http://dx.doi.org/10.52403/ijhsr.20240214.

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Introduction: Cell phone addiction has many negative effects on people's health in various ways, not only physically or biologically, but also socially or economically. Teenagers are more inclined to use cell phones to do activities not only to communicate but to many others like study, play, have fun, Google searches etc. Methodology: The study was conducted in five government and five private schools in New Delhi. The sample size was 500 adolescents (250 from government schools and 250 from private schools). The tool consisted of a structured questionnaire. Results: ‘t’ value was found signi

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Kadimo, Khutsafalo, Athulang Mutshewa, and Masego B. Kebaetse. "Understanding the role of the bring-your-own-device policy in medical education and healthcare delivery at the University of Botswana’s Faculty of Medicine." Information and Learning Sciences 123, no. 3/4 (2022): 199–213. http://dx.doi.org/10.1108/ils-09-2021-0077.

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Purpose Seeking to leverage on benefits of personal mobile device use, medical schools and healthcare facilities are increasingly embracing the use of personal mobile devices for medical education and healthcare delivery through bring-your-own-device (BYOD) policies. However, empirical research findings that could guide the development of BYOD policies are scarce. Available research is dominated by studies that were guided by technocentric approaches, hence seemingly overlooking the complexities of the interactions of actors in mobile device technologies implementation. The purpose of this stu

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Ghimire, Shree Prasad. "Use of Mobile/Smart Phones and Students' Mathematics Learning: A Case of Basic Schools in Nepal." Pragyaratna प्रज्ञारत्न 5, no. 1 (2023): 108–18. http://dx.doi.org/10.3126/pragyaratna.v5i1.59277.

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This study is mainly focused on the students' mobile using habit and its impact on teaching and learning mathematics. The study method was survey with 119 students of public and institutional schools in the Chandragiri Municipality of Kathmandu. Questionnaire is use for identifying the access and use of mobile for learning and achievement test for measuring the students' achievement as tools for the study. The study found that 89.9% students had access of smartphones at their home including personal as well as their own. The utilization of mobile smart phone is the genuine concern for the prop

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K., Manigandan, Santha Kumar N., and Devi B. "INTEGRATING MOBILE TECHNOLOGY IN ESL CLASSROOMS." International Journal of Advanced Trends in Engineering and Technology 2, no. 1 (2017): 139–41. https://doi.org/10.5281/zenodo.821153.

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It’s the right time to know more about mobile technology and mobile learning in the present digital era where mobile phones have become an integral part of everyone’s life. In recent years there have been amazing advances in mobile technology. Mobile learning has enabled various institutions, colleges and schools throughout the world in order to modernize aspects of teaching, learning and training. The key words in mobile learning are “facilitate, support, enhance, extend”.

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Ahmed, Jameel, Ajaz Shaheen, Salahuddin, and Samreen Ghulam Nabi. "Hooked on The Screen: How Mobile Distractions Affect Student Achievement in Secondary Schools." Journal of Asian Development Studies 14, no. 1 (2025): 1594–603. https://doi.org/10.62345/jads.2025.14.1.126.

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The purpose of the current study is to ascertain how Secondary High School students view their school performance in connection with their use of smartphones. Many elements of our everyday lives have been impacted by the recent, rapid growth of cell phones, particularly for students. The current study aims to ascertain how cell phone use affects academic performance among male and female students at Uthal Secondary High School in Lasbela. The impacts of mobile phone or internet games among SHS in Uthal were the criteria utilized to gauge the outcome. The study's findings indicated that senior

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Merwe, Mc Donald Van Der, and Tariro Bonyongwa. "Aspects of mobile phone use and behavioural intentions for learning in rural South African schools." Journal of Education and e-Learning Research 11, no. 3 (2024): 578–87. http://dx.doi.org/10.20448/jeelr.v11i3.5925.

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This paper focuses on a study conducted in two historically disadvantaged schools (deep-rural and semi-urban) in South Africa where the rising access to mobile technology implies that the long-standing promise of mobile learning is becoming accessible despite the lack of recent research. This research aims to investigate the relationship between the type of school and various aspects of mobile phone use as well as differences in behavioural intention constructs to use mobile phones for learning. After a literature review, several hypotheses were developed. Using non-probability sampling techni

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Huang, Po-Sen, Po-Sheng Chiu, Yueh-Min Huang, Hua-Xu Zhong, and Chin-Feng Lai. "Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools." Sustainability 12, no. 16 (2020): 6606. http://dx.doi.org/10.3390/su12166606.

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The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The

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Promise, Zvavahera, and Chigora Farai. "Quality Improvement and Time to Lift the Ban on Mobile Phones in Secondary Schools." International Journal of Learning and Development 8, no. 3 (2018): 87. http://dx.doi.org/10.5296/ijld.v8i3.13625.

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This study was conducted over three months from March to May 2018, at a time when modern mobile phones possess various functions that are invaluable for learning, teaching and communication purposes. Whilst some countries with a quest to improve quality of education, have embraced the continuously evolving technological capacities of mobile phones for educational purposes, secondary school pupils in Zimbabwe are prohibited from using mobile phones in class as these are viewed to be disruptive rather than useful. This study investigated stakeholders’ perceptions of potential utilisation of cell

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