open, digital, online, education, distance education

Διερεύνηση των αντιλήψεων των εκπαιδευτικών για την κινητή μάθηση και των παραγόντων που τις επηρεάζουν

PDF (ελληνικά)
Published: Jun 1, 2024
DOI: https://doi.org/10.12681/jode.32335
Keywords:
mobile learning teachers' perceptions Secondary Education mobile devices
Όλγα Κωστάκη
Πανεπιστήμιο Κρήτης
Καλλιόπη Κανάκη
Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Κρήτης
Michail Kalogiannakis
Associate Professor, University of Crete
https://orcid.org/0000-0002-9124-2245
Νικόλαος Ζαράνης
Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Κρήτης
Abstract

Nowadays, the daily lives of productive members of modern societies are structured around smart mobile devices and their applications, which support public services, such as health and education. As far as education is concerned, in recent years we have observed the educational, research and academic community carefully examining methods of utilizing and integrating smart mobile devices into the educational process, aiming to upgrade the learning experience. En route for predicting the success, speed and degree of exploiting mobile technology in the educational process, the investigation of teachers’ perceptions regarding mobile learning is considered particularly important. This article presents a relevant small-scale survey in which the principles of quantitative methodology were adopted for data collection. The survey was conducted in Heraklion, Crete, within the context of a robust ethical framework, in the spring semester of the 2021-2022 school year, with 127 Secondary Education teachers as participants. The research objective was to investigate the perceptions of Middle School and High School teachers regarding the integration of mobile learning into the educational process. In addition, teachers' gender, age, teaching experience and specialty were examined as possible factors shaping their perceptions. The research tool was a Goggle form, which consisted of two parts. The first one was recording the demographic details of the participants. The second one, which was the Greek translation of the Mobile Learning Readiness Survey, was examining teachers' willingness to integrate mobile devices into the educational process. Towards this end, four factors were investigated: the perceptions of research participants regarding the potential benefits of mobile learning, the expected benefits of making good use of mobile technology in educational activities, their preferences regarding the use of mobile devices in their daily lives, and the external influences they receive regarding the utilization of mobile learning. The statistical analysis of the research data was conducted using the powerful statistical software platform SPSS. With the aim of describing the basic features of the data in the study, descriptive statistics were employed. Analysis of Variance was also exploited in order to determine potential statistically significant differences between groups of participants of different gender, age, teaching experience, and specialty. The results of statistical analysis revealed that teachers recognize the benefits of exploiting mobile technology in the classroom. In addition, it appeared that teachers' perceptions of mobile learning are not influenced by their gender, age, teaching experience, and specialty. These results, which are confirmed by the Greek and international relevant literature, can form the basis of future studies that will focus on the use of smart mobile devices in Secondary Education, in the context of formal learning, enriching the limited Greek literature on Secondary Education teachers' perceptions of mobile learning.

Article Details
  • Section
  • Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright Notice

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Downloads
Download data is not yet available.
Author Biographies
Καλλιόπη Κανάκη, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Κρήτης

Η Καλλιόπη Κανάκη είναι Μεταδιδακτορική Ερευνήτρια στο Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης. Είναι διδάκτορας του παραπάνω τμήματος, καθηγήτρια Πληροφορικής στη Δευτεροβάθμια εκπαίδευση, κατέχει πτυχίο Επιστήμης Υπολογιστών και Φυσικής από το Πανεπιστήμιο Κρήτης και έχει κάνει μεταπτυχιακές σπουδές στην Πληροφορική και στη Διοίκηση Σχολικών Μονάδων.

Michail Kalogiannakis, Associate Professor, University of Crete

Αναπληρωτής Καθηγητής, Διδακτική Φυσικών Επιστημών στην Προσχολική Εκπαίδευση

Νικόλαος Ζαράνης, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Κρήτης

Ο Νίκος Ζαράνης είναι Καθηγητής στο Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και Κοσμήτορας της Σχολής Επιστημών Αγωγής του Πανεπιστημίου Κρήτης.

References
Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human behavior, 56, 93-102.
Al-Furaih, S. A., & Al-Awidi, H. M. (2020). Teachers’ change readiness for the adoption of smartphone technology: Personal concerns and technological competency. Technology, Knowledge and Learning, 25(2), 409-432.
Alsharida, R., Hammood, M., & Al-Emran, M. (2021). Mobile Learning Adoption: A Systematic Review of the Technology Acceptance Model from 2017 to 2020. International Journal of Emerging Technologies in Learning (IJET), 16(5), 147-162.
Asiimwe, E. N., Grönlund, Å., & Hatakka, M. (2017). Practices and Challenges in an Emerging M-Learning Environment. International Journal of Education and Development using Information and Communication Technology, 13(1), 103-122.
Baek, Y., Zhang, H., & Yun, S. (2017). Teachers' attitudes toward mobile learning in Korea. Turkish Online Journal of Educational Technology, 16(1), 154-163.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bidin, S., & Ziden, A. A. (2013). Adoption and application of mobile learning in the education industry. Procedia-social and behavioral sciences, 90, 720-729.
Bratitsis, T., & Kandroudi, M. (2014, November). Greek teachers' perceptions of Mobile Learning. In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2014) (pp. 203-208). IEEE.
Chee, K. N., Yahaya, N., Ibrahim, N. H., & Hasan, M. N. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Journal of Educational Technology & Society, 20(2), 113-126.
Chiu, T. K., & Churchill, D. (2016). Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327.
Christensen, R., & Knezek, G. (2017). Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior, 76, 112-121.
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64.
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63.
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21-28.
Drolia, M., Sifaki, E., Papadakis, S., Kalogiannakis, M. (2020). An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics. Challenges, 11(2), 31.
Drolia M., Papadakis, S., Sifaki, E., Kalogiannakis, M. (2022). Mobile Learning Applications for Refugees: A Systematic Literature Review. Education Sciences, 12(2), 96.
Elaish, M. M., Shuib, L., Ghani, N. A., Yadegaridehkordi, E., & Alaa, M. (2017). Mobile learning for English language acquisition: taxonomy, challenges, and recommendations. IEEE Access, 5, 19033-19047.
Grant, M. M. (2019). Difficulties in defining mobile learning: Analysis, design characteristics, and implications. Educational Technology Research and Development, 67(2), 361-388.
Hsieh, W. M., & Tsai, C. C. (2017). Taiwanese high school teachers' conceptions of mobile learning. Computers & Education, 115, 82-95.
Itighise, A. E., & Akpan, I. F. (2022). Acquisition of Literacy Skills using Mobile Handheld Devices and Science Education Students’ Academic Performance in Universities in Akwa Ibom State, Nigeria. KIU Journal of Humanities, 7(2), 101-108.
Kaliisa, R., Palmer, E., & Miller, J. (2019). Mobile learning in higher education: A comparative analysis of developed and developing country contexts. British Journal of Educational Technology, 50(2), 546-561.
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113-127.
Kanaki, K., Kalogiannakis, M., Poulakis, E., & Politis, P. (2022). Employing Mobile Technologies to Investigate the Association Between Abstraction Skills and Performance in Environmental Studies in Early Primary School. International Journal of Interactive Mobile Technologies, 16(6).
Keong, T. C., & Wah, L. K. (2017). Exploring pre-service teachers’ perspectives towards online learning: an intervention of technology acceptance model’. In Proceedings of Australia and New Zealand Business Research Conference 2016 (pp. 21-28).
Khlaif, Z. N. (2018). Factors influencing teachers’ attitudes toward mobile technology integration in K-12. Technology, Knowledge and Learning, 23(1), 161-175.
Korucu, A. T., & Alkan, A. (2011). Differences between m-learning (mobile learning) and e-learning, basic terminology and usage of m-learning in education. Procedia-Social and Behavioral Sciences, 15, 1925-1930.
Kousloglou, M., Nikolopoulou, K., & Hatzikraniotis, E. (2021). Tracing the views of Greek secondary school teachers on mobile learning. In international conferences on mobile learning 2021 and educational technologies 2021 (p. 205).
Krotov, V. (2015). Critical success factors in m-learning: A socio-technical perspective. Communications of the Association for Information Systems, 36(1),6.
Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A European perspective. International Journal of Mobile and Blended Learning (IJMBL), 1(1), 13-35.
Kukulska‐Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207-218.
Kumar, B. A., & Chand, S. S. (2019). Mobile learning adoption: A systematic review. Education and information technologies, 24(1), 471-487.
Kumar, P., & Raja, V. (2019). Mobile learning. Digital Education, 97-105.
Leem, J., & Sung, E. (2019). Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea. British Journal of Educational Technology, 50(2), 601-613.
Liu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y., & Lim, M. (2014). A look at research on mobile learning in K–12 education from 2007 to the present. Journal of research on Technology in Education, 46(4), 325-372.
Lucas, M. (2020). External barriers affecting the successful implementation of mobile educational interventions. Computers in Human Behavior, 107, 105509.
Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93-101.
Mehta, R. (2016). Mobile learning for education-benefits and challenges. IRJMSH, 7(1), 2348-9359.
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PloS one, 10(12), e0144008.
Nikolopoulou, K. (2018). Mobile learning usage and acceptance: perceptions of secondary school students. Journal of Computers in Education, 5(4), 499-519.
Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257-275.
Nikolopoulou, K., Gialamas, V., Lavidas, K., & Komis, V. (2021). Teachers’ readiness to adopt mobile learning in classrooms: A study in Greece. Technology, Knowledge and Learning, 26(1), 53-77.
O'Βannon, W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters! Computers & Education, 74, 15-25.
O'Bannon, W., & Thomas, K. M. (2015). Mobile phones in the classroom: Preservice teachers answer the call. Computers & Education, 85, 110-122.
Osakwe, J., Dlodlo, N., & Jere, N. (2017). Where learners' and teachers' perceptions on mobile learning meet: A case of Namibian secondary schools in the Khomas region. Technology in Society, 49, 16-30.
Papadakis, S. (2018). Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: a case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336-352.
Papadakis, St., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(3), 256-277.
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (ETEA) targeting kindergarten children. Sustainability, 12(10), 4201.
Papadakis, S., Zaranis, N., & Kalogiannakis, M. (2019). Parental involvement and attitudes towards young Greek children’s mobile usage. International Journal of Child-Computer Interaction, 22, 100144.
Pappas, I. O., Giannakos, M. N., & Sampson, D. G. (2019). Fuzzy set analysis as a means to understand users of 21st-century learning systems: The case of mobile learning and reflections on learning analytics research. Computers in Human Behavior, 92, 646-659.
Petousi, V., & Sifaki, E. (2020). Contextualizing harm in the framework of research misconduct. Findings from a discourse analysis of scientific publications, International Journal of Sustainable Development, 23(3/4), 149-174.
Quinn, C. (2000). M Learning: Mobile, wireless, in-your-pocket learning. LiNE Zine, 2006,1-2.
Sarrab, M., Al-Shihi, H., & Rehman, O. (2013). Exploring major challenges and benefits of m-learning adoption. British Journal of Applied Science & Technology, 3(4), 826-839.
Sattarov, A., & Khaitova, N. (2020). Mobile learning as new forms and methods of increasing the effectiveness of education. Архив Научных Публикаций JSPI.
Serin, O. (2012). Mobile learning perceptions of the prospective teachers (Turkish Republic of Northern Cyprus sampling). Turkish Online Journal of Educational Technology-TOJET, 11(3), 222-233.
Sharples, M., & Roschelle, J. (2010). Guest editorial: Special issue on mobile and ubiquitous technologies for learning. IEEE Transactions on Learning Technologies, 3(1), 4-5.
Sinaga, R. A., Febrianti, K. V., & Candra, D. (2022). The benefits and drawbacks of adopting mobile learning as perceived by junior high school teachers in Taiwan. Interactive Learning Environments, 1-10.
Sönmez, A., Göçmez, L., Uygun, D., & Ataizi, M. (2018). A review of current studies of mobile learning. Journal of Educational Technology and Online Learning, 1(1), 12-27.
Statti, A., & Villegas, S. (2020). The use of mobile learning in grades K–12: A literature review of current trends and practices. Peabody Journal of Education, 95(2), 139-147.
Talan, T. (2020). The Effect of Mobile Learning on Learning Performance: A Meta-Analysis Study. Educational Sciences: Theory and Practice, 20(1), 79-103.
Testa, N., & Tawfik, A. (2017). Mobile, but are we better? Understanding teacher’s perception of a mobile technology integration using the unified theory of acceptance and use of technology (UTAUT) framework. Journal of Formative Design in Learning, 1(2), 73-83.
Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Cell phones in the classroom: Teachers’ perspectives of inclusion, benefits, and barriers. Computers in the Schools, 30(4), 295-308.
Traxler, J. (2005). Defining mobile learning. In IADIS International Conference Mobile Learning, 261, 266.
Traxler, J. (2010). Distance education and mobile learning: Catching up, taking stock. Distance education, 31(2), 129-138.
Uzunboylu, H., & Ozdamli, F. (2011). Teacher perception for m‐learning: scale development and teachers' perceptions. Journal of Computer assisted learning, 27(6), 544-556.
Wang, T. (2016). Overcoming Teachers’ Concerns - Where Are We in the Harnessing of Mobile Technology in K-12 Classrooms in Hong Kong? In Mobile Learning Design (pp. 239-248). Springer, Singapore.
Ανδρεδάκης, Κ., & Καλογιαννάκης, Μ. (2022). Οι αντιλήψεις των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης για τις ταμπλέτες και η πρόθεση ενσωμάτωσης της χρήσης τους στα μαθήματα των Φυσικών Επιστημών. Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία, 18(1), 56-77.
Ζαχαρής, Γ., Ψαρομηλίγκου, Ζ., & Καλογιαννάκης, Μ. (2021). Διδασκαλία των Φυσικών Επιστημών με τη χρήση Έξυπνων Φορητών Συσκευών στην Προσχολική Εκπαίδευση: Εφαρμογή του Scratch 3.0 για την επίτευξη γνωστικών συγκρούσεων σχετικά με τη λειτουργία του απλού ηλεκτρικού κυκλώματος. Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη, 2021(81), 8-49.
Κουσλόγλου, Ε., & Σύρπη, Μ. (2018). Απόψεις των εκπαιδευτικών Β’θμιας Εκπ/σης για τη χρήση φορητών συσκευών στα σχολεία ως εργαλείων μάθησης: Ισχύουσα νομοθεσία, όρια, εκπαιδευτικοί σκοποί. Η περίπτωση των Σχολείων της πόλης της Καβάλας. Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη, 2018(66-67), 66-67.
Κρυστάλλη, Π. Σ., & Ηλία, Ι. Α. (2017). Διερεύνηση των στάσεων των Εκπαιδευτικών απέναντι στη χρήση των ταμπλετών στη διδασκαλία/εκμάθηση της γαλλικής γλώσσας. Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση, 9(3Α), 152-163.
Νικολοπούλου, Κ., & Κουσλόγλου, Μ. (2020). Ποιες είναι οι αντιλήψεις εκπαιδευτικών των γυμνασίων για τη χρήση της φορητής τεχνολογίας στις τάξεις. Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία, 16(1), 176-190.
Νικολοπούλου, Κ., & Χατζηγεωργίου, Μ. (2019) Φορητές συσκευές στη δευτεροβάθμια εκπαίδευση: Δραστηριότητες και απόψεις εκπαιδευτικών δύο πειραματικών σχολείων. Επιθεώρηση Εκπαιδευτικών Θεμάτων, 18, 591-598.
Most read articles by the same author(s)