Editorial: Integration and use of mobile and other ICT to support learning
Bibliographic record
Abstract
Welcome to Volume 12 Issue 3 of the International Journal of Education and Development using and Communication Technology (IJEDICT). This issue brings articles from or about Burkina Faso, Caribbean, Canada, Hong Kong, India, Mali, Morocco, Norway, Pakistan, Philippines, South Africa, Switzerland, Tanzania, Uganda, and USA.The article Pre-service training and ICT implementation in the classroom: ELT teachers' by Hicham Zyad explores practicing teachers' perceptions of the approach adopted in their pre-service training programs with regard to educational technology. The thrust of the argument in the current study is that the way practicing teachers use educational technology is reflective of the inadequacy of the pre-service training programs that still insist on disentangling ICT from pedagogy and content. It was found that the integration of technology, pedagogy and content was left to the discretion of the teachers. This approach resulted in limited ICT implementation and inconsistent interpretations of how ICT can best be used in the classroom.In their article, Sousa, Nicolay and Home, evaluate Information technologies as a tool for agricultural extension and farmer-to-farmer exchange: Mobile-phone video use in Mali and Burkina Faso. The participating farmers reported that 3G phones are readily accessible: including to people who had previously had limited access to information sources, such as young women. Video based information is particularly advantageous to illiterate farmers, and has potential to transform the typically top-down nature of information flow from extension agents to farmers. The authors conclude that video on mobile phones has tremendous potential as a tool for agricultural extension and farmer-to-farmer exchange in developing countries.The results of the study Experiences, perceptions and attitudes on ICT integration: case study among novice and experienced language teachers in the Philippines by John Paul Obillos Dela Rosa revealed that whilst the experienced language teacher had more exposure to ICT use than the novice teacher, the latter makes use of more ICT-related materials and activities in her language class. The novice teacher calls for a more knowledgeable manipulation of technological devices and the experienced teacher views insufficiency of resources and services like limited Internet access as detrimental to effective ICT integration. On the other hand, both novice and experienced teachers had positive attitudes towards ICT integration in English Language Teaching and hoped that ICT use would later be strengthened in the Philippines.Many schools have adopted the Student Response System (SRS) with the purpose of increasing student engagement. However, there is very little research on mobile phone-based SRS using the Internet. In their article A cross-cohort exploratory study of a student perceptions on mobile phone-based student response system using a polling website, Adam Wong and Simon Wong report on their exploratory study to fill in this gap. In this study, 274 students, who were at different stages of study at a university, were taught using a mobile phone-based SRS and a polling web site. subsequent online survey based on the Technology Acceptance Model was conducted. It was found that the students showed high perceived usefulness and high perceived ease of use on the SRS, despite their differences in their stages of study. …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".