Relationship between Sciences and Education Lecturers’ Perceived Use of Mobile Technologies for Instruction
Main Article Content
Abstract
Mobile technologies enable both education and science lecturers to provide the educational materials to their students on mobile technologies. But many science and education lectures educators were likely not using mobile technology to its maximum potential. The objectives were to examine the relationship between science and education lecturers and the effect of specialisation in the use of mobile technologies for instruction. The study was a descriptive research of survey type. 160 respondents were randomly selected for this study from the faculty of science and education. Frequency, percentage, multiple regression, and ANOVA were used for the analysis. The findings established that a positive relationship exists between science and education lecturers in the use of mobile technologies for instruction. It was recommended that lecturers should be encouraged to explore different ways in which mobile technologies can be used in teaching and learning.
Article Details
References
Ally, M. (ed.). (2012). Mobile learning: Transforming the delivery of education and training.
Barker, A., Krull, G. and Mallinson, B. (2015). A proposed Theoretical Model for M-Learning Adoption in Developing Countries. Paper presented at the 4th world conference on m-learning (MLearn2005), Cape Town, SA.
Bennett, S., Maton, K., & Kervin, L. (2018). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
Crompton, H. (2018). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3-14).
Educause Learning Initiative (2015). 7 things you should know about…clickers. Retrieved from, https://net.educause.edu/ir/library/pdf/ELI7002.pdf
El-Hussein, M. O. M. & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational Technology & Society, 13(3), 12-21.
Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp. 255-284.
Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., la Velle, L., Hitchcock, G. and Hughes, D. (1989). Research and the Teacher: A Qualitative introduction to school-based Research. London: Routledge.
Maniar, N., Bennett, E., Hand, S. and Allan, G. (2008). The effect of mobile phone screen size on video-based learning. Journal of Software, 3(4), pp. 51-61.
Marinakou, E. & Giousmpasoglou, C. (2016). M-learning in higher education in Bahrain: The educators’ view. Proceedings of the, HBMeU Congress 2014: Leading transformation to sustainable excellence. Dubai, UAE.
Prensky, M. (2015). Digital natives, digital immigrant. On the Horizon, 9(5), 2-4.
Roni, V. (2011). Impressions and Thoughts of an Incidentsal Tourist in Tunisia in January 2011. Journal of International Women's Studies, 12(1), 177-178.
Thomas, K. & O’Bannon, B. (2013). Cell phones in the classroom: Preservice teachers’ perceptions. Journal of digital learning in teacher education, 30(1), 11-20.
Vatanparast, R. (2018). Theories Behind Mobile Technology Acceptance and Service Adoption. In: Handbook of Research in Mobile Marketing Management, ISBN: 978-1-60566-074-5, Business Science Reference
Williams, P. W. (2019). Assessing mobile learning effectiveness and acceptance. Unpublished dissertation, George Washington University. Washington DC.
Young, J. (2016, February). Next generation learning technologies: Catalyst for education reform? Presented to the Florid Educational Technology Conference. Orlando, Florida.
Yuen, A., H., K., Law, N., & Wong, K., C. (2018). ICT implementation and school leadership. Case studies of ICT integration in teaching and learning. Journal of Educational Administration, 41 (2), 158-170.