This Master thesis deals with mobile technologies used for teaching and for management of schools. The theoretical part attempts to define the phenomenon of m-technologies and specifies both its determinate forms and its effects when applied to education. The research portion carried out at primary schools by way of a qualitative survey examines the state of m-technologies used at elementary schools and the degree of engagement of the school headmasters and ICT specialists (respondents). It presents an example of a positive experience in the use of m-technologies at schools in the video study. The Master thesis includes a guide of the m-technologies used at schools.

In this new era of mobile society and information explosion, people are continuously receiving different kinds of information representation at anytime and everywhere, how to quickly learn and absorb different kinds of information to become one¡¦s own knowledge is an important challenge for modern people. Due to the rapid advancement of mobile communication & wireless transmission technology, many scholars in academia were believed that these new technologies will have a great impact on the way of learning in the future. As a matter of fact, by effectively applying short-message services as learning content delivery (LCD) methods, including SMS and MMS, provided by mobile phone system to deliver different learning content representation (LCR) types, Mobile Learning (M-learning) can be implemented accordingly. However, the most important issue is whether M-learning based on these LCD methods and LCR types can really achieve good learning outcomes and be accepted by mobile learners. In this research we will explore the restraint of short-term memory (STM) ability of psychological learning process through technology-mediated learning theory on assessing learning outcomes in M-learning environment. The finding of this study is to match different LCR types with different LCD methods to fit learners¡¦ different STM abilities would cause higher learning outcomes in M-learning environment. Therefore, we suggest that Learners with lower verbal and lower nonverbal STM capacity, the most suitable way to help their learning is just providing them the basic learning materials; learners with higher verbal and lower nonverbal STM capacity, providing them additional written annotations will help them learn better; learners with lower verbal and higher nonverbal STM capacity, providing them additional pictorial annotations will help them learn better; and Learners with higher verbal and higher nonverbal STM capacity, the best way is to cater them both written annotations and pictorial annotations in M-learning environment.

This thesis studies the usability issues of the mobile phone in informal Swedish language learning. The concept of usability is defined by expanding the technical usability attributes of Jakob Nielsen with other recent attributes derived from considering the technical aspects of mobile learning (m-learning). Thus, the ultimate structure of the usability factors that are discussed in this study consists of: accessibility, easy-to-learn, technical design, efficiency and satisfaction. With the support of the relevant previous literature and interview, we research this topic by considering the mobile-assisted language learning (MALL), informal language-learning and usability elements, in order to explore and identify the usability of mobile phone. The goal of this study is to contribute to detailed understanding of mobile phone usage, further identify the usability issues of mobile phones by obtaining both critical and commendatory feedbacks and reflections from the users. For final results, through qualitative research approach, we offered several findings regarding the mobile phone usability with specified reasons.

Darbe plačiau gvildenamas vienas iš galimų mobilaus mokymosi informacijos gavimo būdų – tai elektroninio mokymosi informacijos transformavimas ir adaptavimas mobiliuose įtaisuose, atsižvelgiant į juos įtakojančius apribojimus. Apibrėžiami transformavimo aspektai, galinčios kilti problemos, pateikiami jų sprendimo būdai – naudojamas DRESS metodas bei šakų-ribų algoritmas. Darbe atliktas žiniatinklio puslapių kūrimo rankiniu ir automatiniu būdų palyginimas, rodantis kad antrasis būdas leidžia sutaupyti laiko, nereikia mokytis naujos programavimo kalbos, informacijos nereikia naujai suvedinėti į mokymosi. Darbas apibendrinamas pateikiant užsienio tyrinėtojų atlikto informacijos apdorojimo glaustumo (thumbails) ir DRESS metodai rezultatus. Pabaigoje sukurtas magistrinio projekto dalies transformavimo modulis, atsižvelgiant į išnagrinėtus transformavimo žingsnius. / In this work is speaking about learning information transformation and adaptation for mobile device, define transformation aspect, problems, which can be, giving solution way – is using DRESS method and branch-bound algorithm. In work is giving web page creation by manual and automatic way comparison. Automatic learning information transformation way let for us save time, escape new programming language studying, information don‘t want bring into learning server – it can be receive from e.learning server. The work is summarize giving information adaptation result, where is comparing thumbails and DRESS method and which make foreign researcher. In finally, giving project transformation model, which was creared by transformations steps.

This study examined how users interact with a smartphone while in a learning situation based on videos via smartphones as a learning tool, and how this interaction and phenomena is experienced. The five test subject were separately given the same task that they were to solve using video instructions that were picked out and given to them. After finishing the task the subjects were observed while they demonstrated how they completed the task. After the observation the subject were interviewed using semi-structured interviews. The results show that the user experience of this phenomena is based on more pragmatic values than we could find in earlier studies, i.e. simplicity and functionality. We found that people in an older generation, age 50-60, had a more positive experience and view on mobile learning as a whole than what was stated in earlier studies. It also shows that the actual interaction with the smartphone during the task was minimal and only used to solve problems with the interaction such as bad image, bad sound or instructions going to fast. We believe that these results can be used in further studies on user experience and mobile learning and also for the designing of new products.

In Kenya, mobile technology is widely used, with more and more people gaining access to the Internet. Mobile technology has the potential to support learning and improve lives, particular those of impoverished people. In this study, 30 Kenyan runners from poor backgrounds and with limited formal education participated. They were provided with a basic smartphone and Internet data bundles for one year so that they could participate in m-learning. The participatory action research approach was used. Sources of data included interviews, observations, fieldnotes, web inquiries, and mobile log files. A sociocultural perspective was used to analyze how the participants learned informally using the smartphones. Findings indicate that the Kenyan runners’ rapid appropriation and mastery of the smartphones was based on their curiosity and interest in sports. The runners’ skills and knowledge increased over time, showing how digital resources improved their training, increased their social interactions, developed entrepreneurial skills, created awareness in and with the rest of society, and improved participation in m-learning. Sociocultural analysis showed that feedback from peers and the tool itself were both significant for learning. The participants themselves influenced the research process. From their interest emerged an online course (MOOC) about human rights. Key challenges in the process were power consumption, lack of electricity, and the availability and cost of Internet access. A lack of critical attitude about content on the Internet was also discernible. The main findings highlight how mobile technology can not only improve daily lives, but also develop new ways for people to participate in mlearning. / I Kenya är användningen av mobilteknologi och Internet utbredd och ökar stadigt. Mobilteknik visar sig ha potential att öka medborgares intressen för lärande och kunskap, och därigenom förbättra livssituationen särskilt för fattiga människor. Den här studien syftade till att med deltagande aktionsforskning analysera hur sådana processer går till. I studien deltog 30 kenyanska löpare från fattiga förhållanden och med begränsad formell utbildning. Deltagarna utrustades med en enkel smartphone med fri surf under ett år och följdes med intervjuer, observationer, webbenkäter och mobilspårning. Deras lärandeprocesser analyserades ur ett sociokulturellt perspektiv om hur teknik tillägnas – approrieras – och används i vardagliga praktiker och utvecklar lärande. Resultaten visade att de kenyanska löparna snabbt approprierade telefonerna och fann utifrån nyfikenhet och intresset för idrott olika sätt att använda dem. Kunskaper och färdigheter utvecklades över tid och de digitala resurserna förbättrade löparnas träning, ökade sociala interaktioner, utvecklade entreprenöriella färdigheter och nya synsätt på sina möjligheter i världen. Den sociokulturella analysen visade även att feedback från andra deltagare och/eller av tekniken i sig hade betydelse för lärandet. Forskningsprocessen påverkades av deltagarna och utifrån deras intresse skapades en on-line kurs (MOOC) om Mänskliga rättigheter. Problem i studien var telefonens energiförbrukning, brist på elektricitet, tillgång till och kostnad för Internet samt deltagarnas kritiska förhållningssätt till Internet. Det övergripande resultatet är att mobilteknologi kan förbättra livsvillkor och skapa nya vägar till lärande.

This thesis investigates the perceptions of students about using mobile communication tools in web-based instruction. A mobile learning portal that can be used by different mobile devices was designed for this purpose. This portal included a mobile discussion forum and a course information system. Sixty undergraduate and five graduate students from METU/CEIT department used this portal as a supportive learning activity in three different courses throughout two-three, and four-week periods. The discussion subjects related to course content were created by instructors in these courses and students used this portal by sending messages or creating new subjects. Assignment results and announcements were inserted into the system by the instructors of these courses. A user evaluation instrument was developed by the researcher and validated by field experts. At the end of the study, perceptions of students were collected about mobile learning, mobile learning technologies and mobile discussion forums by using this instrument. Descriptive statistics were calculated according to the responses of students. The study results show that most of the students enjoyed using mobile technologies in education and they want to use mobile technologies in other courses. Although they like using mobile technologies, they did not increase the level of learning and motivation of the students much. Furthermore, mobile technologies did not increase the communication between students and between students and teachers despite their highly developed communication capabilities. Students could easily use the mobile technologies but small screen sizes and limited keypads hindered them from performing the operations. According to students, the cost of using mobile technologies is quite important whereas the data communication security is not important.

Digital technologies have been present in the educational environment in the Czech Republic and other countries for many years. Not only are they becoming a relatively frequent means of making education more attractive, but they also have a great potential for improving methods of illustration in areas difficult to visualize, such as human biology and anatomy. The presented thesis is divided into the theoretical and practical part. The theoretical part summarizes available specialized literature covering the bases for utilizing digital technologies in the practice of teaching; maps out the process of implementing digital technologies into schools in the Czech Republic; and last but not least, describes key elements and methods of teaching with the help of digital technologies. The practical part introduces the results of a survey which took the form of a mixed methods research among elementary and high school pupils, teachers, and students of Teaching Preparation programs. In the final discussion, the amassed data are compared to some of the relevant past surveys conducted by various subjects. In addition, the practical part also includes model activities for using digital technologies in human biology teaching; a description of their pilotage; and a critical reflection on the process. KEYWORDS...

Submitted by Ricardo Carrasco (ricardogc84@uepb.edu.br) on 2016-12-22T13:37:06Z No. of bitstreams: 1 PDF - Ana Paula de Souza do Ó.pdf: 29847326 bytes, checksum: b9b4358684b22d9a4762d1061f19660e (MD5) / Approved for entry into archive by Irenilda Medeiros (nildamedeiros@uepb.edu.br) on 2016-12-22T14:19:22Z (GMT) No. of bitstreams: 1 PDF - Ana Paula de Souza do Ó.pdf: 29847326 bytes, checksum: b9b4358684b22d9a4762d1061f19660e (MD5) / Made available in DSpace on 2016-12-22T14:19:22Z (GMT). No. of bitstreams: 1 PDF - Ana Paula de Souza do Ó.pdf: 29847326 bytes, checksum: b9b4358684b22d9a4762d1061f19660e (MD5) Previous issue date: 2016-09-30 / Mobile technologies advance by leaps and bounds. They make changes in social interactions. Consequently, teaching-learning processes that occur in school environment change as well. Such devices’ inclusion as teaching tools are among the consequences of advances in mobile technologies, which are understood as M-learning – or learning mobility. M-learning allows quick access to a greater number of information, either through networking or visual supplies, which would lead to further interaction between student and knowledge (information) and between teachers and students as well, who belong to the same virtual environment from now on. Despite information supporters and communication technologies’ consensus that M-learning is the most promising way to school nowadays, there are few papers that exploit it effectively. Literature review on the subject shows that empirical studies confirm its effectiveness in improving learning. Besides, it also makes teaching process easier. The most common obstacles to M-learning effective use with positive results for learning are: school infrastructure, socioeconomic conditions and teachers’ resistance by lack of expertise. Moreover, mobile devices used in M-learning are constantly improving and changing. This fact leads to a necessary knowledge renewal in conjunction with “devices exchange”. Intrinsic mobile devices transience scares teachers somehow, who need to update on how to handle the equipment as fast as it evolves. Thus, this research aims to find out what are the main difficulties for M-learning implementation for lack of teachers. Literature review on M-learning, analysis of the work already done on the subject and a survey with students and teachers from a Brazilian public school have identified teachers’ doubts and obstacles. Based on such results, Guide which aims to facilitate mobile devices’ school use was prepared. It is expected that this research meets its target audience - teachers - and that it allows to imbed M-learning as part of teaching-learning process at school environment. / As tecnologias móveis avançam a passos largos, provocando mudanças nas interações sociais e, consequentemente, nos processos de ensino e aprendizagem que ocorrem no ambiente escolar. Dentre as consequências dos avanços das tecnologias móveis, está a inserção destes equipamentos como ferramentas nos processos de ensino e aprendizagem, entendida como M-learning – aprendizagem com mobilidade. O Mlearning permite o acesso a um número maior de informações com rapidez, seja através de redes ou recursos visuais, o que levaria a uma interação maior entre o aluno e a informação, e também entre professores e alunos, que passariam a pertencer ao mesmo ambiente virtual. Apesar de parecer consenso entre os adeptos das tecnologias da informação e comunicação que o M-learning é o caminho mais promissor para o ensino ultimamente, ainda são poucos os trabalhos que o exploram de maneira efetiva. Uma revisão da literatura sobre o tema mostra que são os trabalhos empíricos que confirmam sua efetividade na melhoria da aprendizagem e como facilitadora no processo de ensino. Entre os obstáculos que se encontram para a sua efetiva utilização, com resultados positivos para a aprendizagem, estão: a infraestrutura escolar, condições socioeconômicas e a resistência dos professores por falta de conhecimento. Além disso, como qualquer recurso tecnológico, os dispositivos móveis empregados no M-learning estão em constante aperfeiçoamento e modificações, levando a uma necessária renovação dos conhecimentos em conjunto com a “troca de aparelhos”. De certa forma, esta efemeridade intrínseca dos dispositivos móveis termina por assustar os professores, que precisam se atualizar sobre o funcionamento dos equipamentos quase na mesma velocidade de sua modificação. Assim, o objetivo desta pesquisa foi encontrar quais as principais dificuldades para a implementação do M-learning por parte dos professores. A revisão bibliográfica sobre M-learning, a análise dos trabalhos já desenvolvidos sobre o tema e uma pesquisa realizada entre alunos e professores de uma escola pública permitiram identificar as dúvidas e obstáculos que os professores possuem. Com base nos resultados encontrados, foi elaborado um Guia que pretende facilitar a utilização de dispositivos móveis em sala de aula. Espera-se que o trabalho elaborado atenda ao público-alvo – professores – e permita a efetivação do M-learning como parte do processo de ensino e aprendizagem em ambiente escolar.

Mobiltelefonens mångfacettering erbjuder många möjligheter inom studier, men även flera utmaningar. Den här studien har utgått ifrån en sociokulturell teori om lärande, där det endast går att förstå eller undersöka människors tänkande eller kunskaper genom en analys av språk och handlingar, i relation till sociala och kulturella resurser som används av människan. I detta fall mobiltelefoner. Studien baserades i uppbyggnaden av fallstudier, då det som undersökts är ”hur” och ”varför” ett aktuellt skeende i ett konkret socialt sammanhang ser ut som det gör. Studiengenomfördes även med influenser av symbolisk interaktionism, detta då mänsklig interaktion sker bland annat med hjälp av symboler och mobiltelefonen i sig kan ses som en symbol, likväl som denger tillgång till andra symboler. Då en djupare förståelse för attityderna och uppfattningarna rörande mobilanvändandet i sociala sammanhang eftersträvades var denna studie kvalitativ och utfördes med semistrukturerade intervjuer som metod för insamling av data. Intervjupersonerna kan både se för- och nackdelar med att använda mobiltelefoner i studier, bland annat mobiltelefonens lättillgänglighet och mobilitet, men även det negativa i att olika sociala medier kan pocka på uppmärksamheten och störa koncentrationen både för mobiltelefonens ägare och även andra personer i dess närhet. Dock välkomnas teknik som kan förenkla studierna, men mobiltelefonen i dag saknar anpassning till detta, vilket gör att den därmed inte är en självklar del inom utbildning och studier. / <p>Godkännande datum: 2017-06-02</p>