Examining Mobile Technology in Higher Education: Handheld Devices in and out of the Classroom

Autor/inn/en	Mueller, Julie; Wood, Eileen; De Pasquale, Domenica; Cruikshank, Ruth
Titel	Examining Mobile Technology in Higher Education: Handheld Devices in and out of the Classroom
Quelle	In: International Journal of Higher Education, 1 (2012) 2, S.43-54 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Higher Education; Handheld Devices; Technology Uses in Education; Technology Integration; Instructional Effectiveness; Instructional Innovation; Instructional Materials; Usability; Use Studies; Active Learning; Teaching Methods; Interpersonal Communication; Graduate Students; Business Administration Education; Likert Scales; Student Surveys; Technological Literacy; Learning Strategies; Student Behavior; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Benutzerschulung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Likert-Skala; Schülerbefragung; Technisches Wissen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student behaviour; Schülerverhalten; Ausland; Kanada
Abstract	This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students' use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01