SOME POSSIBILITIES OF USING MOBILE DEVICES IN LEARNING
Eurasian National University (KAZAKHSTAN)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
Abstract:This paper introduces the results of survey among 100 international students of Adam Mickiewicz University in Poznan. We have asked students from 39 different countries who study at The School of Polish Language and Culture for Foreign Students. The main aim of our study was to identify the students’ readiness to implement of mobile learning. We found some important parameters of using mobile devices in learning process. The survey results showed that major mobile device is a mobile phone. This was the expected results, and we focused our survey on various aspects of using of a mobile phone as the primary mobile device. Survey data demonstrated the technical features of mobile phones as a learning tool. We also found the role of mobile devices in the daily activities of students. We tried to interview of students to find out their opinions about mobile learning. In most cases, the successful implementation of mobile learning at universities depends on the attitudes of students. In our study, we attempted to determine the technical and pedagogical conditions for the successful organization of mobile learning. For this aim, we have compiled a students’ questionnaire to reflect the readiness to use mobile technology in educational process.
One of the most popular courses in mobile learning is the language ones. It is obvious that to study a foreign language is a very difficult task, but it can perfectly help course designed for language learning on mobile devices (or/and mobile phones). It should be very convenient and practical for many students. Outlier in this regard is the competence of teachers to create and disseminate knowledge for students using different types of mobile devices. This is a fairly laborious process and it is important to find the pedagogical conditions necessary for the creation mobile learning content. Many teachers are interested in creating such mobile language courses for students.
As we have shown in the data of our survey - modern teachers can use so many possibilities and conditions for organization of mobile learning in their teaching practice. Of course in our study, we showed the results of among a small number of students. And these results are not accurately reflected the state of the mobile digital competence of modern students.
We understand that this process requires a broader and longer-term research work. We have identified that students, regardless of country, age and various specialties have same level basic mobile communication skills and actively use mobile devices in everyday life. But now we face a new problems and challenges. How teachers can effectively adapt in rapidly changing pace of
progress and properly use all technological potential of a mobile age? This issue requires further study and in our future researchers we will have to analyze data about how our methods will applied in pedagogical practice. We can predict that the development of mobile learning in the near future will grow and grow continuously. But at the current stage we will try to describe all the basic conditions for successful implementation of mobile learning in different educational institutions.