M-learning adequacy and perceptions of students and teachers in secondary schools

In recent years, the use of mobile technologies has increased in a number of fields such as banking, economy, tourism, entertainment, library research, etc. These developments have also led to the use of mobile technologies for educational purposes. The successful integration of mobile learning (m‐l...

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Vydáno v:British journal of educational technology Ročník 46; číslo 1; s. 159 - 172
Hlavní autoři: Ozdamli, Fezile, Uzunboylu, Huseyin
Médium: Journal Article
Jazyk:angličtina
Vydáno: Coventry Blackwell Publishing Ltd 01.01.2015
Wiley-Blackwell
Témata:
Comparative Analysis
Competence
Computer Attitudes
Cyprus
Educational technology
Electronic Learning
Foreign Countries
Handheld Devices
Learning
Perceptions
Secondary School Students
Secondary School Teachers
Student Attitudes
Student Surveys
Teacher Attitudes
Teacher Competencies
Teacher Surveys
Technological Literacy
Technology Integration
Technology Uses in Education
Cyprus
ISSN:0007-1013, 1467-8535
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Shrnutí:In recent years, the use of mobile technologies has increased in a number of fields such as banking, economy, tourism, entertainment, library research, etc. These developments have also led to the use of mobile technologies for educational purposes. The successful integration of mobile learning (m‐learning) technologies in education primarily demands that teachers' and students' adequacy and perceptions of such technology should be determined. Therefore, the aim of this study was to compare teachers' and students' abilities and perceptions concerning m‐learning. Research data for the analysis were obtained from a sample of 467 teachers and 1556 students from 32 schools that were surveyed in Northern Cyprus. Based on our results, we conclude that teachers and students want to use m‐learning in education. Their perceptions are positive but their m‐learning adequacy levels are not sufficient.
Bibliografie:istex:CC0AD9EB9A68BB74F84E00EA107C4FD3E0172665
ark:/67375/WNG-GTJ090QC-P
ArticleID:BJET12136
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12136