1. MOBILE PHONES AND LEARNING
Perceptions of Austrian Students
11 – 14 Years of age (Lower Secondary School)
Margarete Grimus & Martin Ebner
Graz University of Technology, Austria
This work is licensed under a Creative Commons Attribution 4.0 International
License.
2. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Aim of the study
Figuring out preconditions and perceptions for using students’
mobile phones for learning.
Research Questions
1. Ownership of modern mobile phone-usage?
(eight to 14 years)
2. What are the perceptions for using a mobile
phone for learning?
(eleven to 14 years)
Mobile devices ‘can provide a level of reach, scope and immediacy
that is largely unattainable through traditional classroom environment’
Huber & Ebner (2013)
EdMedia Vancouver June 2016
3. Research in Austria
for
Learning
at School
Usage,
daily
Routines
for Learning
at Home
Ownership
83 Participants in 2013
43 Girls, 40 Boys
43 Participants in 2014
20 Girls, 23 Boys
EdMedia Vancouver June 2016
4. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner EdMedia Vancouver June 2016
Ownership: Gender, Age
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
8
Years
9
Years
10
Years
11
Years
12
Years
13
Years
14
Years
Ownership of mobile Phones in 2013
Boys n=40 Girls n=43
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
8
Years
9
Years
10
Years
11
Years
12
Years
13
Years
14
Years
Ownership of mobile Phones in 2014
Boys n=23 Girls n=20
Ownership Girls Boys total
2013 38 (of 43); 88 % 26 (of 40); 65 % 64 (of 83); 77 %
2014 18 (of 20); 90 % 18 (of 23); 78 % 36 (of 43); 84 %
Girls’ ownership of a mobile phone outnumbers that of boys.
5. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Mobile Internet Access
Mobile Internet and Wi-Fi access is low with kids up
to ten years.
More than half of the kids between 11-14 years can
access mobile Internet.
55 % in 2014
54 % in 2013
similar in 2013 and 2014
EdMedia Vancouver June 2016
6. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner Ededia Helsinki June
2014
Usage: SMS, Photo/Video, Internet Browsing, eMail
2.21
1.92
1.59
0.8
2.06 2.06
1.43
0.61
0
0.5
1
1.5
2
2.5
SMS Photo/Video Internet Surfing E-Mails
Mobile Phone Usage, 2013 and 2014
Likert grade of Applications (max = 3)
in 2013 in 2014
Phone-Owners
2013 n= 64
38 girls, 26 boys
2014 n= 36
18 girls, 18 boys
EdMedia Vancouver June 2016
SMS, taking photos
and videos and
Internet search is
common
7. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Usage: SMS, Photo/Video, Internet Browsing, eMail
Phone-Owners
2013 n= 64
38 girls, 26 boys
2014 n= 36
18 girls, 18 boys
EdMedia Vancouver June 2016
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SMS 2014 SMS 2013 Photo
/Video
2014
Photo
/Video
2013
Internet
Browsing
2014
Internet
Browsing
2013
E-Mails
2014
E-Mails
2013
17 29
8 14 7 11
1 2
5
18
14
29
9 20
10
9
12
9
13
4
13
5
13
37 63 37 62
40
64
26
73
Use of Applications 2013; 2014
regularly often rarely never
8. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
USAGE Girls / Boys SMS, Photo/Video, Internet Browsing, eMail
2013 38 girls, 26 boys,
2.37
2.14
1.32
0.68
1.73
1.57
1.71
0.65
0.00
0.50
1.00
1.50
2.00
2.50
SMS Photo/VideoInternet Surfing E-Mails
Mobile Phones for different Purpose
Likert 2013 (max = 3)
2.06
1.83 1.83
0.44
2.06
1.75
1.29
0.69
0.00
0.50
1.00
1.50
2.00
2.50
SMS Photo/VideoInternet Surfing E-Mails
Mobile Phones for different Purpose
Likert 2014 (max = 3)
Girls Boys
EdMedia Vancouver June 2016
2014 18 girls, 18 boys
9. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Mobile Phone for Learning Expectations ?
Low response scores
2014 n= 15
2013 n = 24
Do you think using your mobile phone could benefit your learning?
Age 11 – 14 years
EdMedia Vancouver June 2016
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Year 2014 Year2013
Benefits for Learning?
Expectations
Yes No
10. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Mobile Phones to improve Learning?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Boys 2013 L=0,73
Girls 2013 L=1,07
Boys 2014 L=1,00
Girls 2014 L= 1,80
Perceptions of using mobile phones for learning
at home Likert grades (max = 3)
never rarely often regularly
0% 20% 40% 60% 80% 100%
Boys 2013 =0,61
Girls 2013 L= 0,33
Boys 2014 L= 0,87
Girls 2014 L=0,57
Perceptions of using mobile phones for learning
at school Likert grades (max = 3)
never rarely often regularly
Likert Score in total
at School
2014 = 0,77
2013 = 0,47
Likert Score in total
at Home
2014 = 1,36
2013 = 0,92
Age 11 – 14 years
EdMedia Vancouver June 2016
11. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Benefits for Learning?
Students‘ Comments
Benefits expected
• Increasing ambition and fun with
learning
• Find additional actual and unlimited
information for topics in addition to
what is offered in lessons (googling)
• Tools: dictionary, translator, calculator
• Apps (support learning)
• Less handwriting
• Less books to carry
Challenges
• Distraction
• Cheating
Girls claim for Guidelines !
‘Learn more about proper use of
mobile phones!’
Girls expect an increase in ambition
and fun with learning.
EdMedia Vancouver June 2016
Visions:
‚Cool‘
‚We need more instruction how to learn with mobile phones‘
12. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Research Findings – Summary
Nearly all kids own a mobile phone and use it for different purposes.
The use of mobile phones for learning could not be determined: Approval
was rated between never and rarely.
It can be assumed that the majority has hardly any experience with using
mobile phones for learning.
EdMedia Vancouver June 2016
We could not verify evidence of providing
instruction for developing skills for use for
learning purpose.
13. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner EdMedia Vancouver, 2016 , June 28-30
Curriculum
Media education is a compulsory goal in the school-curriculum.
to ‘equip students to a critical-reflexive use of all media’.
(BMBF, 2012)
‘The quality of teaching and learning should be increased by the
application of ICT, by integration of innovative learning scenarios into
the educational process.’
(ÖIAT, 2014)
EdMedia Vancouver June 2016
14. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Youth and Mobile Phones
Ownership of smartphones close to 100% (11-14 years)
• Internet – connection
Common behaviour pattern, activities, private:
• Internet browsing
• Music listening
• Social Networks
• Gaming, interactive entertainment
Use of PC‘s is declining
EdMedia Vancouver June 2016
15. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Mobile Phones and Learning
Mobile phones can be used as a perfect supplement for
classroom engagement,
• are a cooperative tool for working in groups on projects,
• for sharing information and discoveries,
• for problem solving and decision finding,
• for supporting independent learning with audio and video
capabilities
• allow access to educational apps…...
Addressing topics of safe and responsible personal behavior
and fair practice could help to prevent phenomena like Cyber
mobbing or other abusive behavior in online-communities.
EdMedia Vancouver June 2016
16. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner EdMedia Vancouver, 2016 , June 28-30
Digital Literacy
adapted from Future Lab Handbook. Cassie Hague and Sarah Payton 2010, p.19.
http://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf
Critical skills for 21st
century students
EdMedia Vancouver June 2016
17. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
School, Mobile Phones, Pros‘s & Con‘s
School is the safest place and a
controlled environment to learn
how to use the devices efficiently
and properly.
Challenge:
Digital literacy in Austrian school-
context is recognized merely with the
use of PCs and laptops (sometimes
tablets)
Smartphones are not recognized as
an essential tool in education so far.
‘It is the responsibility of
educators to ensure that ‘today’s
students are ready to live, learn,
work and thrive in this high-tech,
global, highly participatory world’
Mc Coy, 2013
Examples for attracting kids to experiment with smartphones
in German Language
http://kids.t-mobile.at/22-beispiele-fuer-den-unterricht-mit-smartphones/
http://kids.t-mobile.at/22-beispiele-fuer-den-unterricht-mit-smartphones/,
EdMedia Vancouver June 2016
18. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Schools
Students‘ need assistance for using
mobile phones for learning
Guidelines
• Best practice
• Risks of mobile communication and
social networks
Developing guidelines together with
pupils scales up acceptance and
makes students feel respected.
WiFi at School
• Saves costs for mobile Internet
• Need for maintaining security
applications
EdMedia Vancouver June 2016
Encourage students to use the devices for learning
19. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
B.Y.O.D. (Bring Your Own Device)
BYOD does not raise additional costs in schools and could help the
education system with limited financial resources to save a vast
amount of funds.
It is necessary showing youth how to use mobile phones properly,
as a life skill, with regard to
• online safety
• instruction on the amount of technological power and applications,
• how to deal with (potential) students’ abuse.
Low income groups have less chance to use own computers or laptops
for learning.
With mobile phones owned by the students there is less need for
financing more computer-labs or laptops in schools.
EdMedia Vancouver June 2016
20. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Conclusions
Pupils grow up with mobile phones
in their pockets;
always here ready for research
and communication.
At the same time they show
hardly any experience of
possible benefits for using
mobile phones for learning.
Teacher Education is
challenged to
• create learning scenarios
with innovative practices,
• harness the power mobile
phones offer for learning.
EdMedia Vancouver June 2016
21. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner
Conclusions 2
Use the 21st century technology to enable
21st century knowledge
More Resarch is requested
for using mobile phones for
Learning
EdMedia Vancouver June 2016
22. Learning with Mobile Devices , AustriaM. Grimus & M. Ebner EdMedia Vancouver, 2016 ,
June 28-30
Graz University of Technology
EDUCATIONAL TECHNOLOGY
Graz University of Technology
Martin Ebner
http://elearning.tugraz.at
martin.ebner@tugraz.at
http://elearningblog.tugraz.at
m ebn er
Slides available at:
This work is licensed under a
Creative Commons Attribution
4.0 International License.
Hinweis der Redaktion
Today mobile devices like smart-phones belong to many children and youngsters as basic media equipment.
‘Students comfort with digital devices and their assumption of always available digital connectivity will not automatically, by themselves, make them’ educated. (Prensky) Could integration of mobile phones change our educational system ?
Smartphones offer a wide range of learning opportunities.
According to the findings in the JIM study (2014, p. 45), most of the devices owned by the age from nine years up are less than one year old.
All 11 year old ones own a mobile phone.
Increase in younger ages in 2014
2013 Ownership
Girls : 38 = 88% of 43; 5 (12 %) did not report ownership of a mobile phone
Boys: 26 = 65 % of 40, 14 ( 35 %) did not report ownership of a mobile phone
2014
Girls : 18 = 90% of 20 2 (10 %) did not report ownership of a mobile phone
Boys: 18 = 78 %; of 23, 5 (22 %) did not report ownership of a mobile phone
Higher rates of girls’ ownership are in line with other research, for example findings in Germany (KIM 2014, JIM 2014) and earlier studies in Austria. (Hödl, 2009)
Limitation of the study: In 2013 girls’ data are based from nine to 14 years of age, and boys’ of the age from eight to 13 years;
in 2014 girls data are based on the age from eight to 13 years and boys aged from eight to 14 years.
When using mobile phones for learning the possibility to access the Internet is important.
Permanent Internet access is possible with mobile Internet.
According to Livingstone (et al, 2014; JIM 2015) Internet access varies slightly with gender across Europe, which could be confirmed in our research.
Younger kids prefer computer and laptop for Internet-access instead of mobile phones. (KIM, 2014, Lenhart, 2015)
Permanent access to the Internet slightly increased from 2013 with 48 % (girls 53 %, boys 42 %) to 53 % (girls 44 %, boys 61 %) in 2014.
In 2013 access to the Internet via Wi-Fi was 55 % (50 % girls, 62 % boys) and in 2014 53 % (44 % girls, 61 % boys).
Mobile Internet and Wi-Fi access is low with kids up to ten years, while more than half of the eleven year olds can access mobile Internet
User daily routines regarding SMS, taking photos / videos, Internet surfing and e-Mails
User daily routines regarding SMS, taking photos / videos, Internet surfing and e-Mails
User daily routines regarding SMS, taking photos / videos, Internet surfing and e-Mails
In 2013 girls were dominant with SMS and photo / video taking.
E-Mails are not very popular among kids.
Other communicative applications (e.g. Whatsapp or Facebook) were not questioned.
Summarizing the overall outcome:
It can be assumed that pupils below 14 years of age have hardly any experience with, and show marginal imagination of benefits for using mobile phones for learning.
All scores are very low Likert Score 1 denotes level RARELY.
Important is that the use of mobile phones for learning at home ( increasing from 0.92 Likert grades in 2013 to 1.36 in 2014) is higher rated than
for using at school.
A reason for this may be that mobile phones are banned in most of Austrian school.
Although learning at home gains higher appreciation than at school, it ranges also on a very low level.
However, the results can be interpreted, that there would be a demand to tutor kids at school how to use the tool for learning.
Insights about students’ views of advantages and/or disadvantages when mobile phones would be used in class teaching
Comments were quite vague , slightly different by boys and girls.
Girls claim guidelines, useful concepts for research.
require assistance and inspiration for beneficial activities
(in contrast to using a phone for gaming, and listening to music).
Compulsory education ends at 15 years.
This implies that what is not integrated in education thus far would be out of reach for those finishing school at 15 years.
Most of them are coming from underprivileged families.
Thus, skills for individual learning need to be developed before 15 years of age, to be prepared for employment and further career
In contrast to private use of mobile phones for internet browsing , internet-research and use of digital learning material in schools is commonly limited to timetables and the availability of a computer-lab.
Today’s kids are the mobile technology generation, but schools ban the use of mobile technologies from the classroom.
Basic elements of youth culture - mobile phones- are spared out in most Austrian schools.
A Smartphone is a perfect tool in the pocket for immediate use in concrete situations.
Smartphones are now almost as powerful as a desktop or laptop PC, providing multi-functionality, portability, and connectivity.
‘Mobile technology opens the door ‘here and now learning’ that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning’ (Martin & Erztberger, 2013).
It is important to shift the discussion from if mobile phones should be used in class, to how to focus on the potential of the devices for assisting and aiding learning.
There is a need for a proper solution to handle the issues of misuse and digital divide, which means to be educated in its appropriate usage.
There is a need for a proper solution to handle the issues of misuse, means to be educated in its appropriate usage.
According to Prochazka (2013) Austrian children use the Internet less intensively than in other countries.
which are often used for a much longer period than mobile phones, thus, are not on a similar technical level.
Changes needed: didactical approaches!!!!!
Integrating the tools in class-teaching is a chance for conditioning students to expect and respond best to individualized learning and would help to overcome disparities of inside- and outside- classroom skills.
Learning can continue beyond the walls of the classroom.
It is pedagogically irresponsible to leave students alone with the issue of abundant potential and missed opportunities for mobile learning.
It is pedagogically irresponsible to leave students alone with an important issue of abundant potential and missed opportunities for mobile learning. Students’ perceptions of using the tools for formal and informal learning, as a part of their personal learning environment, needs to be part of todays education.
Changes needed: didactical approaches!!!!!
Integrating the tools in class-teaching is a chance for conditioning students to expect and respond best to individualized learning and would help to overcome disparities of inside- and outside- classroom skills.
Learning can continue beyond the walls of the classroom.
It is pedagogically irresponsible to leave students alone with the issue of abundant potential and missed opportunities for mobile learning.
It is pedagogically irresponsible to leave students alone with an important issue of abundant potential and missed opportunities for mobile learning. Students’ perceptions of using the tools for formal and informal learning, as a part of their personal learning environment, needs to be part of todays education.