Experience of Application of Mobile Learning Technology in Secondary Education: Efficiency and Opportunities from Educator’s and Student’s Perspectives
DOI:
https://doi.org/10.32405/2413-4139-2023-2(31)-141-150Keywords:
mobile learning (M-learning), Internet technologies, mobile phones, mobile devices/portable devices, biology lessons, institutions of secondary educationAbstract
The reform and modernization of the educational sector of Ukraine, caused by the need for digitization and informatization of society, are accompanied by the consistent introduction of effective learning technologies, primarily distance and electronic learning (E-learning). The rapid development of technologies and the presence of mobile devices in the vast majority of education seekers ensured the separation of its variety from e-learning – mobile learning.
The article presents an analysis of the features of the use of mobile learning technology in biology lessons in secondary education institutions. A series of lessons using M-learning was developed and conducted for 6th-grade students of the lyceum, after which a survey of schoolchildren and teachers was conducted regarding the experience of implementing mobile learning in the educational process of the lyceum. It was found that the majority of students are satisfied with the use of M-learning in biology lessons and consider it an effective learning technology.
It was established that the teaching materials on botany proposed by the teacher were understandable and interesting for children, motivated them to learn more about the structure and vital activity of plants, stimulated active work in class and independent knowledge of plant objects, developed inquisitiveness and cognitive interest. The analysis of teachers' questionnaires made it possible to find out the advantages of M-learning technology (first of all, accessibility and interactivity), effective types of content and mobile applications for use in lessons, to state the change in the social roles of the teacher (the transformation of a teacher-transmitter of knowledge into a teacher-mentor, a teacher-controller, teacher-moderator, teacher-facilitator), and also outline the range of problems associated with the introduction of mobile learning into the educational process of the lyceum (mastery of new software products, technical problems, instability of the Internet, lack of access to the necessary equipment, incomplete adaptation to a specific lesson, etc.). Most teachers consider mobile learning to be an effective technology that modernizes the learning process and makes it possible to turn it into an interesting and exciting cognitive process for children.
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