Documente Academic
Documente Profesional
Documente Cultură
2/2013
MOBILE ASUPRA
HIGHER EDUCATION
NVMNTULUI LIBANEZ
Abstract
This research explores the effect of mobile
technologies in Lebanese higher education
classrooms. Four components were utilized to
evaluate the impact: student attitudes, student
Abstract
The
Aceast lucrare exploreaz efectul achievements, and educational process.
findings
of
this
study
showed
that
when
Mobile
tehnologiilor mobile n slile de curs de
nvmnt superior libanez. n vederea with 3G technologies used in education, it affected
evalurii impactului, au fost utilizate trei students attitudes such as take pleasure in class,
componente: atitudinea studentului, realizrile positive learning experience, and student prospects
studentului i procesul educaional. Concluziile of the common effectiveness of mobile
acestui studiu au artat c, atunci cnd sunt technologies. Mobile technologies, was also found
utilizate tehnologiile 3D n educaie, atitudinea to have positive influenced on students learning
studenilor este afectat prin aceea c studenii outcomes. It was also positively impacted the
au o atitudine pozitiv fa de procesul interactions between students as well as between
educaional, vin la cursuri c plcere i prezint the instructor and students.
perspective pentru eficiena tehnologiilor
Keywords: Higher Education, Lebanese,
moderne. De asemenea, s-a dovedit c
Mobile,
m-Education, 2013, Technology in
tehnologiile mobile au influenat pozitiv
education
rezultatele studenilor. Au avut un impact
pozitiv i asupra interaciunii studenilor, dar i
educator-student.
1.
Introduction
Over the past decade, developments in
computer technology have significantly
shaped our everyday life. These developments
have been known as a potential to foster
financial and social development. It is also has
the potential to reforms our education system
in the twenty-first century into a new level.
Wireless technology, ex. Smart phone,
Personal digital assistants (PDA' s), laptops
and other personalized tools, have been
utilized by students at all levels of education
with the aim of enhancing learning. Schieber
1.
Introducere
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
2.
Literature Review
Many researches studies illustrate the effect of
educational technology in the classrooms.
Some of these studies revealed that technology
had increased achievements and enhanced
students behaviors, (Carlson, 2002; Cianfrani,
2002; Doolen, Porter & Hoag, 2003; Kolar,
Sabatini & Fink, 2002; Lowther, Ross &
Morrions, 2001; Winsler & Manfra, 2002). On
the other hand, some researchers reported that
the impact of technology on student
performance was not significant (Avers, 2004;
Kinlaw, 2003). In this section we discuss
some of these studies.
2.1. Students Attitudes Towards Education
Technology
There are numerous previous studies that
address student attitudes in relation to
technology usage in the classrooms. Mitra and
Steffensmeier in 2000, demonstrated in their
study that the use of technology in the
classrooms was positively associated with
student attitudes toward and it improve
communication; the outcome of the research
revealed that the attitudes of the students who
did not use the computers in the classrooms
were different from the learner who did have
access to technology in the classrooms.
Another study done by Doolen, Porter and
Hoag in 2003, examined students attitudes
towards the integrating PDAs in education.
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
2.2
Realizrile studenilor
Cteva studii precedente au evideniat
efectul tehnologiei educaionale asupra
realizrilor
studenilor.
Majoritatea
cercettorilor au ilustrat c tehnologia are
un impact pozitiv asupra realizrilor
studenilor sau c din contr, nu are nici un
impact. Doar au demonstrat c cteva
studii au demonstrat impactul negativ
asupra realizrilor studenilor, Waker,
2001; Kolar, Sabatini and Fink, 2002 au
demonstrat n studiile lor c utilizarea
tehnologiei moderne n slile de curs au un
impact pozitiv asupra performanelor
studenilor; rezultatele au dezvluit c
studenii care foloseau laptop-ul n clas
prestau mai bine i nvarea era o
experien mai pozitiv dect a celor care
nu utilizau laptop-ul. n mod similar,
Lowther, Ross i Morrison (2001) au artat
de asemenea, n studiul lor c studenii care
utilizau laptop-ul aveau performane
semnificativ mai mari dect cei care nu-l
utilizau. Doolen, Porter and Hoag (2003)
studiaz/ asociaz performanele studenilor
i utilizarea PDA-urilor ntr-o clas
tradiional. Rezultatele au demonstrat c
introducerea
PDA-urilor
n
clasele
tradiionale au mbuntit performanele
studenilor. Carlson (2202) a fcut cercetri
asupra legturii dintre utilizatorii PDAurilor la or i performanele obinute;
rezultatele au artat c utilizarea PDAurilor
au
impact
puternic
asupra
performnei studenilor.
2.3
Abordarea educaional
Lowther, Ross i Morrison (2001) studiaz
efectul tehnologiei educaionale asupra
abordrii educaionale. Rezultatele au artat
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
c
integrarea
tehnologiei
moderne
ncurajeaz abordarea centrat pe student.
Predarea i nvarea au fost modificate n
moduri care promovau nvarea activ i
utilizau tehnologia. Studenii care utilizeaz
tehnologia modern erau mai activi i
dovedeau un comportament cooperant.
Kolar, Sabatini i Fink (2002) au descris de
asemenea n studiul lor c utilizarea
tehnologiei moderne are efecte dinamice i
care se manifesta printr-o participare mai
mare la cursuri. Winsley i Manfra (2002)
au evaluat percepia studenilor fa de
utilitatea tehnologiei moderne; rezultatele
au demonstrat c majoritatea studenilor au
apreciat
n
mod
pozitiv
utilitatea
tehnologiei pentru mbuntirea nvrii,
motivaiei i comunicrii. Bauer i Ulrich
(2002) au descoperit c studenii care au
acces la PDA-uri n clase comparativ cei
care
nu
aveau
posedau
abiliti
organizaionale mai bune, adresau mai
multe ntrebri n legtur cu tema cursului
respectiv i aveau o mai bun colaborare la
proiecte.
3.
Activitatea de cercetare
Aceast seciune contureaz metoda de
cercetare utilizat pentru examinarea
problemelor
cercetrii; componentele
cercetrii,
problemele
cercetrii,
participanii la studiu i proiectarea
studiului, instrumentele cercetrii.
3.1
Componentele cercetrii
Studiul evalueaz impactul tehnologiei
mobile n slile de curs din nvmntul
superior concentrndu-se asupra a ase mari
componente:
Componenta 1: Atitudinea studenilor fa
de utilizarea tehnologiei mobile n nvare
Componenta 2: Rezultatele nvrii
Componenta 3: Impactul tehnologiei mobile
asupra strategiilor de predare
Componenta 4: Impactul tehnologiei mobile
asupra angajrii studentului n activitile
educaionale
Componenta 5: Probleme ale tehnologiei
mobile n clas
Componenta 6: Impactul gadget-urilor 3D
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
10
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
Situaii
n
care
principiul
contiguitii este aplicabil
Principiul modalitii
Principiul redundanei
Utilizarea
materialelor
vizuale
simple