The Penetration of Mobile Technology and Its Implementation on Learning in Indonesian High School
DOI:
https://doi.org/10.12928/irip.v1i1.249Keywords:
mobile learning, education, teaching and learning, learning strategy, wireless technologyAbstract
The use of a smartphone as a mobile learning tool in schools is controversial. On the one hand, the teacher prohibits it because it would interfere with the learning process in the classroom; and on the other hand, the teacher saw a lot of potentials can be used from mobile technology. The goal of this study is to describe how the development of secondary schools in Indonesia can facilitate students through the use of mobile learning with the hope that it can be taken at the school level policies to strengthen the existing learning system so that students can achieve optimal learning competencies. This research used descriptive qualitative evaluations to make observations on the application of mobile learning in several secondary schools in several regions in Indonesia during 2015. The results of this study indicate that some of the schools that have implemented mobile learning have a tendency that mobile learning was not planned and structured as a school program; so that the advantages of mobile technology has not been effectively used. Two important things to solve this condition are the availability of government policy and improving teachers literacy in managing mobile learning application.
References
[2] Sulisworo, D. (2013). The Paradox on IT Literacy and Science's Learning Achievement in Secondary Schools. International Journal of Evaluation and Research in Education, 2(4), 149-152.
[3] Tal, H. M., & Gross, M. (2014). Teaching Sustainability via Smartphone-Enhanced Experiential Learning in a Botanical Garden. International Journal of Interactive Mobile Technology, 8(1), 10-15.
[4] Mohammad, H., Fayyoumi, A., & AlShathry, O. (2015). Do We Have to Prohibit the Use of Mobile Phones in Classrooms? International Journal of Interactive Mobile Technology, 9(2), 54-57.
[5] Alqahtani, M., & Mohammad, H. (2015). Mobile Applications’ Impact on Student Performance and Satisfaction. TOJET: The Turkish Online Journal of Educational Technology, 14(4), 102-112.
[6] Sulisworo, D. (2014). Conceptual Model Identification of Personal Learning Environment. Innovation and Development in Teaching and Learning (pp. 37-41). Perak, Malaysia: UMM.
[7] Babiker, M. E. (2015). For Effective Use of Multimedia in Education, Teachers Must Develop their Own Educational Multimedia Applications. TOJET: The Turkish Online Journal of Educational Technology, 14(4), 62-68.
[8] Kemp, S. (2015). Digital, Social & Mobile Worldwide in 2015. from We Are Social: http://wearesocial.net
[9] Thinley, P., Reye, J., & Geva, S. (2014). Tablets (iPad) for M-Learning in the Context of Social Constructivism to Institute an Effective Learning Environment. International Journal of Interactive Mobile Technology, 8(1), 16-20.
[10] Ebrahim, H. S., Ezzadeen, K., & A.K, A. (2015). Acquiring Knowledge through Mobile Applications. International Journal of Interactive Mobile Technology, 9(3), 71-74.
[11] Chen, C.-H., Chen, S.-H., Hwang, G.-J., & Yang, T.-C. (2010). Factors influencing teachers’ adoption of a ubiquitous technology application in supporting teacher performance. International Journal of Mobile Learning and Organisation, 4(1), 39-54.
[12] Crampton, A., Ragusa, A. T., & Cavanagh, H. (2012). Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students. Research in Learning Technology, 20, 1-13.
[13] Kukulska-Hulme, A. (2007). Mobile Usability in Educational Contexts: What have we learnt? International Review of Research in Open and Distance Learning, 8(2), 1-12.
Downloads
Published
Issue
Section
License
Authors who publish in IRiP agree to the following terms: Authors retain copyright and grant the IRiP right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in IRiP. 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 acknowledgment of its initial publication in IRiP. Authors are permitted and encouraged to post their work online (e.g., 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 (See The Effect of Open Access).