Mtega, W. P., Bernard, R., Msungu, A. C., & Sanare, R. (2012). Using Mobile Phones for Teaching and Learning Purposes in Higher Learning Institutions: the Case of Sokoine University of Agriculture in Tanzania. UbuntuNet Alliance.
The researcher’s purpose is about on how mobile phones have been used for teaching and learning purposes in higher learning institutions in Tanzania. Specifically the study determined how mobile phones facilitated the teaching and learning process and identified the mobile phone applications used for teaching and learning. In-depth interviews, observations and questionnaire were used for data collection. This research is related to our research because it also about on the student’s use of technological device, which according to the result that it was found out that majority of the respondents used their mobile phones for teaching and learning process while few respondents had smart phones with a number of m-learning applications used in learning purposes on which smart phones and mobile phones are examples of technological devices that we’re referring on our research.
Students’ Personal Mobile Devices in the Classroom: A Case Study of a BYOT District. (2013).
This case study explored the use of students’ personal mobile devices in the classroom for learning. The context was a district with an initiative called Bring Your Own Technology (BYOT), whereby students regularly utilized their personal technology as part of the curriculum. The focus of this study was to better understand how students’ personal mobile devices are pedagogically integrated into the curriculum, how students experience learning in a BYOT classroom. Data was collected through a document review, classroom observations, student blog, and semi-structured interviews with five teachers and twelve students. One of them that emerged was the use of personal mobile devices in the classroom, which is preferred by students, promotes differentiation of instruction. In this research, it has been found that students’ personal technologies were used to support project based learning, collaboration, and presentation skills. What makes this research related to ours is it’s proven here that students use technological devices in learning purposes, which is mobile devices.
Coffin, T., Lyle, H., & Evans, A. (2015). 2015 Use of Mobile Devices for Academic Purposes at the University of Washington. IT Connect.
This study determine the continued rise in the use of mobile devices for educational purposes among University of Washington (UW) students. Instructors desire training on how to effectively use mobile devices as learning tools. In this section, we summarize patterns in handheld mobile device ownership and discuss how these devices are used for educational purposes by instructors and students at the UW. Pearson’s chi-square test was used to explore potential statistical differences between comparison groups. It’s find out in this research that using tablets in class in similar ways to smartphones, there are two key differences: many more students use their tablets for note-taking than their smartphone and half as many students use their tablet to engage in non-class activities than their smartphone. Those smartphones and tablets are samples of technological devices, and this research shows how influential those technological is. Also how students use this and how many students uses it in a certain place.
Y?lmaz, Ö. (2011). M-learning: M-learning Applications, Students Input for M-learning. World Journal of Education , 1-9.
This study is an attempt to explore availability and functionality of mobile devices among students of using mobile devices in science instructional settings based on student input. By reviewing the relevant literature about m-learning implementations and discussions, several ambiguous or incompletely studied factors are identified. Survey was then administered to preservice science teachers. Findings are analyzed and descriptive statistics and m-learning applications are evaluated on practicality. In the result of the research it shows about commonly used mobile devices, on which 97% of students have mobile phones. And the ratio of students who have at most one mobile phone is 72.5%. On the other hand, 25.8 % of students have two or more mobile phones. This is related on our research because this also discussed regarding on the commonly used mobile devices or technological devices which is really the purpose of our own study.
Vanwelsenaers, M. (2012). Students Using Their Own Technolgy Device in the Classroom: Can”BYOD” Increase Motivation and Learning. 1-20.
This research study will review current research pertaining to the success of school systems utilizing Bring Your Own Device (BYOD) programs. Studies show a majority of teenage students own, or have access to: smart phones, iPads and other technologies enabling them to access the Internet and other wireless communication which they use through learning purposes. The study also shows a positive influence in engaging students, increasing their motivation to learn and improving content learning when students were able to use technological devices. This is closely related to our research since different kinds of technological devices is mentioned here and survey on which majority of the students own.
Delcker, J., Honal, A., & Ifenthaler, D. (2016). Mobile Device Usage in Higher Education. 1-8.
This paper focuses on mobile device usage of students in higher education. While more and more students embrace mobile devices in their daily life, institutions attempt to profit from those devices for educational purposes. Data was collected through an online survey at three different measurement points (start of semester, mid-semester and end of semester). This longitudinal study with N = 172 students compares the use of e-Readers and tablets for learning at a higher education institution. Findings indicate that students evaluate tablets as a more useful device for learning. Interestingly, students using tablets also start to include more and more mobile learning technologies into their learning strategies. This study proves that technological devices can be really a big help to a student through learning purposes and the device that focuses here is tablet.
Foti, M. K., & Mendez, J. (2014). Mobile Learning: How Students Use Mobile Devices to Support Learning. Journal of Literacy and Technology, 57-64.
Mobile learning is a trend in higher education that is redefining the manner in which learn takes place and instruction is delivered. The purpose of this exploratory study to begin to investigate whether mobile devices are currently used to enhance or support learning in a graduate level Occupational Therapy program in order to facilitate student achievement. Forty six participants were administered a questionnaire containing Likert scale items and open-ended questions to obtain information regarding frequency and quality of mobile device use among students. Quantitative results that 45 of the 46 student’s participants reported using their mobile phones for academic purposes. Regarding on the types of mobile devices used by students Apple Iphone got 54% followed by the Apple Ipad with 21% and 9% for the Android. The findings indicate that students are using their mobile devices to enhance learning outside of the classroom. This study really related to our research since it determines the most or commonly use technological device in a certain classroom which results as the Apple IPhone, and that is what exactly one of the purpose of our research.
Kljuni?, J., ; Vukovac, D. P. (2015). A Survey on Usage of Mobile Devices for Learning among Tertiary Students in Croatia. Central European Conference on Information and Intelligent Systems, 97-104.
This paper presents characteristics and elements of mobile learning and identifies researches about usage of m-learning in higher education practice. Then it presents results of a web survey conducted among convenience sample of students enrolled into Croatian tertiary education institutions about their usage of mobile devices for learning, and their attitudes about m-learning in general which comprised of four groups of closed type questions and a few open type question. Research results have shown that there are differences in frequency of usage of m-learning activities on a smartphone compared to the activities used on a tablet. Out of 126 students who answered this question, 45 of them or 35.7% have indicated they do not use mobile devices for learning and consequently have finished the survey. Majority of other respondents have declared they use a smartphone for m-learning more than a tablet (47 or 37.3%), in contrast to 19 or 15.1% students who used tablets more than the smartphone or use those devices equally (15 or 11.9%). So when we relate this study in our research the result shows that the most use technological devices for students in Croatia is smartphones rather than tablets.
Miller, T. ( 2015). Student Achievement: Mobile Devices in the Classroom Setting.
The purpose of the study was to determine if there was is a significant difference in student achievement between students who use mobile devices and students who do not use mobile devices in district classroom settings. The findings of this study will be used to help shape district policy regarding the use of mobile devices by students in the classroom setting. The data for this study was obtained from the DESE archives. The data was separated by students where were allowed to use mobile devices and students who were not allowed to use mobile devices and a t-test was conducted to see if there was a significant difference in student achievement.