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By: Brittany Combs
Utilizing mobile technologies for learning is something that predates the COVID-19 pandemic. Since the rise of smartphones, students have had the opportunity to use search engines, create picture/video/audio recordings, and communicate with others. Teachers are looking for ways to engage their tech-savvy students and a great way to do so is by integrating apps on smartphones for use with classwork and homework.
Well-designed apps are adaptable and meet the abilities and desires of the student learning from them. Flexibility is one of many advantages of mobile device learning, which in turn, can have positive effects on the learning process and students' attitudes about their learning experiences.
In a study by Wang et al., 2009, students reported positive attitudes toward mobile technologies with consideration to:
-the amount of effort it takes to use the devices
-social norms related to using mobile technologies
-perceived playfulness of the devices (how much fun students perceive them to be)
-the extent to which mobile learning facilitates self-management
(Wang et al., 2009).
*The researchers who conducted the survey did report some gender and age differences in social norms associated with use of mobile devices, and their results were consistent with other research on differences in general acceptance of mobile technologies (Magsamen-Conrad et al., 2015).
Despite potential benefits of mobile devices for learning, systematic research on their effectiveness is limited, and the research that exists often comes from the application developers themselves
(Chiong and Shuler, 2010).
The possible downside?
-If laptops are not used for specific aims and purposes, they can impede students’ ability to focus their attention on learning**** (Fried, 2008; Sana et al., 2013)
****Adherence to guidelines for the use of mobile devices may help to promote learning in different educational contexts (for an example of guidelines, see Hirsch-Pasek et al., 2015).
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