About this paper

Appears in:
Pages: 2134-2140
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0630

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

DOWNTIME LEARNING AS A COMPLEMENT OF INSTITUTIONAL EDUCATION

J. Válek, P. Sládek

Masaryk University, Faculty of Education (CZECH REPUBLIC)
New mobile technologies and the changing behaviour of human society, increasingly dependent on an Internet connection, give rise to the question of whether it is not necessary to offer new teaching methods.

These must bring more effectiveness education. At the same time we need to know how effective is the classic institutional education system. When looking at the current competencies of graduates of all school levels we must state that the society consider them as insufficient. We judge it by the results of the research studies and by the experiences of students self-education.

Even in times of strong information expansion it is still the aim of education to equip pupils and students with such skills enabling them full-fledged personal and professional life. Contemporary mobile technologies can support teaching/learning process in their free-time. The question is if today's students use these facilities already themselves in this manner, i.e. in the so called “Downtime learning”? Training using mobile devices may not only take place at school or at a designated homework time, but whenever a pupil has a downtime, i.e. at the bus stop, waiting in line, in the bus, train etc.

Pupils/students are mostly looking for such resources having few text and more multimedia content. Our investigation shows that students consider them more attractive.

In the paper we present some results of the research study presenting basic elements and orientation of the downtime learning. From our investigations we can further say that mobile technology are currently implemented in the school, but the level of integration is not so pronounced as if they imagined their parents or the children/youngster themselves. However, the downtime learning materials needs to be specially prepared for this purpose.
@InProceedings{VALEK2017DOW,
author = {V{\'{a}}lek, J. and Sl{\'{a}}dek, P.},
title = {DOWNTIME LEARNING AS A COMPLEMENT OF INSTITUTIONAL EDUCATION},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0630},
url = {http://dx.doi.org/10.21125/inted.2017.0630},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {2134-2140}}
TY - CONF
AU - J. Válek AU - P. Sládek
TI - DOWNTIME LEARNING AS A COMPLEMENT OF INSTITUTIONAL EDUCATION
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0630
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 2134
EP - 2140
ER -
J. Válek, P. Sládek (2017) DOWNTIME LEARNING AS A COMPLEMENT OF INSTITUTIONAL EDUCATION, INTED2017 Proceedings, pp. 2134-2140.
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