About this paper

Appears in:
Pages: 373-379
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

IS STUDENTS' PERFORMANCE IN PRIMARY AND SECONDARY SCHOOLS RELATED POSITIVELY WITH THE USE OF MOBILE TECHNOLOGY AND MOBILE LEARNING IN THE CLASSROOM?

A. Boulind1, D. Méndez Coca2, A. Conde Vilar3

1Colegio de Fomento Miralvent (SPAIN)
2Colegio Universitario Villanueva de la Universidad Complutense de Madrid (SPAIN)
3Universidad Jaime I, Castellón (SPAIN)
The use of augmented reality technology and mobile learning in the classroom and their integration into the curriculum in the form of Information and Communication Technologies has had a major impact on schools and the education system as a whole.
It has yet to be shown by longitudinal studies over time that the use of these technologies and computers in the classroom have had a major impact on academic performance. One of these studies, Sigalés, Monimó and Badia’s (2009) researched the integration of the internet in Spanish schools found indicators in their research that the use of technology in the classroom was scarce and limited in the schools they investigated.

Their research concluded that there were a number of points that should be worked on by the educational community:
• To improve teacher’s skills in ICT use.
• Adapt and improve resources and connectivity to the internet.
• Revise school curriculum.

Too often, discussions of the role of digital technologies for learning skate over the wide variety of differences which exist between different groups of learners. Often, ‘the learner’ is presented as a single, unitary figure defined solely by age; as ‘children’, ‘teenagers’, ‘adults’ etc. And yet, there are clearly wide differences in the ways in which different groups of children respond to, benefit from, or are excluded by specific uses of augmented reality and mobile digital technologies.

This study focuses specifically on the use of augmented reality and mobile digital technologies and their ability to enable children in primary and secondary school to learn effectively. Its goal is to move beyond some of the hype and marketing rhetoric that sometimes characterises this field and to ask nuanced questions about the evidence that exists of the role of augmented reality and mobile digital technologies in academic achievement.
Sigalés, Monimó, Maneses and Badia’s (2009) research on the integration of the Internet and ICT in Spanish schools has been a starting point for this project. They found indicators in their research that the use of technology in the classroom was scarce and limited for the majority of teachers and students that they investigated. They also found that just introducing technology in the classroom did not guarantee pedagogical innovation.
@InProceedings{BOULIND2014ISS,
author = {Boulind, A. and M{\'{e}}ndez Coca, D. and Conde Vilar, A.},
title = {IS STUDENTS' PERFORMANCE IN PRIMARY AND SECONDARY SCHOOLS RELATED POSITIVELY WITH THE USE OF MOBILE TECHNOLOGY AND MOBILE LEARNING IN THE CLASSROOM?},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {373-379}}
TY - CONF
AU - A. Boulind AU - D. Méndez Coca AU - A. Conde Vilar
TI - IS STUDENTS' PERFORMANCE IN PRIMARY AND SECONDARY SCHOOLS RELATED POSITIVELY WITH THE USE OF MOBILE TECHNOLOGY AND MOBILE LEARNING IN THE CLASSROOM?
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 373
EP - 379
ER -
A. Boulind, D. Méndez Coca, A. Conde Vilar (2014) IS STUDENTS' PERFORMANCE IN PRIMARY AND SECONDARY SCHOOLS RELATED POSITIVELY WITH THE USE OF MOBILE TECHNOLOGY AND MOBILE LEARNING IN THE CLASSROOM?, INTED2014 Proceedings, pp. 373-379.
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