Activities and Reflection for Influencing Beliefs about Learning with Smartphones [Konferenzbericht] Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015).

Autor/in	Cochrane, Robert
Titel	Activities and Reflection for Influencing Beliefs about Learning with Smartphones [Konferenzbericht] Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015).
Quelle	(2015), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beliefs; Handheld Devices; Technology Uses in Education; Learning Activities; English (Second Language); Attitude Change; Student Attitudes; Intervention; Pretests Posttests; Electronic Learning; Action Research; College Freshmen; Student Surveys; Usability; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Belief; Glaube; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernaktivität; English as second language; English; Second Language; Englisch als Zweitsprache; Attitudinal change; Einstellungsänderung; Schülerverhalten; Projektforschung; Studienanfänger; Schülerbefragung; Ausland
Abstract	English education in Japan faces numerous challenges, including an English as a Foreign Language (EFL) context, mandatory English classes, and an exam-oriented education system. Computer technology and the almost universal possession of smartphones can ease the burden of learning, but only if these tools are used effectively. Japanese university students report having very low computer skills and their smartphones are seen as tools for maintaining social contacts and as gaming devices. Smartphones then become a distraction, keeping students from achieving academic success. What is unclear is whether students are unaware of, or unwilling to use, the educational and productivity functions of their smartphones. This project aimed to examine beliefs about learning with smartphones and what changes in beliefs and behavior occur through the introduction of smartphone apps and online applications utilizing task-based activities requiring the educational and productivity aspects of smartphones. Pre and post intervention surveys were administered measuring beliefs about learning and smartphone usage. Four first-year university classes (N = 146) enrolled in a mandatory listening and speaking course participated in this study. This presentation will report the findings of the survey on learning and what changes were observed. The design of the activities and problems that occurred during the term will also be discussed. [For full proceedings, see ED564162.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01