Attitudes and Coping Practices of Using Mobile Phones for Teaching and Learning in a Uganda Secondary School

Autor/inn/en	Busulwa, Henry Ssebuliba; Bbuye, Julian
Titel	Attitudes and Coping Practices of Using Mobile Phones for Teaching and Learning in a Uganda Secondary School
Quelle	In: Open Learning, 33 (2018) 1, S.34-45 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2017.1414588
Schlagwörter	Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; Secondary School Students; Secondary School Teachers; Parents; Attitude Measures; Observation; Interviews; Focus Groups; Attitude Change; Learner Engagement; Barriers; Foreign Countries; Case Studies; Participant Observation; Uganda + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Sekundarschüler; Eltern; Beobachtung; Interviewing; Interviewtechnik; Attitudinal change; Einstellungsänderung; Ausland; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung
Abstract	This study investigated the opportunities for learning afforded by access to mobile phones, and the associated challenges created by their use in a peri-urban private secondary school in Uganda. The study was motivated by availability of phones with facilities to connect to the Internet and to access free open education resources (OERs), which if used appropriately, could support changes in pedagogy required to promote learning in rural schools in Uganda. Information was collected using interviews, observations and focus group discussions with parents, students and their teachers between June 2014 and July 2015. Results show a slow positive change in attitude amongst teachers and parents that phones are useful in learning; an increased enthusiasm and eagerness among students, and more engaging and interactive lessons. Some teachers found challenges in accessing education resources due to poor Internet connectivity, while others required skills and knowledge about appropriate OERs that promote interactive learning. The study recommends re-skilling of teachers to use mobile phones to access the Internet, use of OERs and ICT interactive pedagogies especially in schools with limited access to computers and Internet connectivity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01