The Utilization of GSM as a Platform for Educational Purposes
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- The level of usage of Smartphone communication by students.
- To ascertain the impact of Smartphone on students learning process.
- To find out the factors which encouraged students to use the technology and imbibe it in their learning curriculum
CHAPTER TWO
REVIEW OF RELATED LITERATURE
MOBILE LEARNING – ANYTIME, ANYWHERE… ANYTHING
The evolution of mobile technology originated in the last decade, and consequently the emergence of Mobile Leaning (m_Learning) has given rise to new forms of learning in different contexts]. With the development of wireless networks the m_Learning presents itself as a new milestone in e_learning, and allows access to any type of information (anything) , at any time (anytime) and anywhere (anywhere). The physical boundaries of the classroom and time for learning no longer prevail because the content is ubiquitous (can be accessed from anywhere), students can communicate with teachers, other students and anyone else to satisfy their need for knowledge using the new generation of mobile devices – digital media players (including iPods and iPod Touches), smartphones (including iPhones, Android phones, BlackBerrys and Windows phones), personal digital assistants (PDAs), and tablet computers (including iPads). Vavoula and Sharples state that m_Learning is a social rather than technical phenomenon of people on the move, constructing spontaneous learning contexts and advancing through everyday life by negotiating knowledge and meanings through interactions with settings, people and technology. According to, m-Learning is perhaps the fastest growth area in the whole field of ICTs in education. It covers any form of learning that is mediated through a mobile or, more precisely, mobile handheld, device. Many HEIs are implementing m_Learning to provide flexibility in learning . Using mobile devices to reach students will benefit higher education by increasing enrolment and having a broader student population, since students in different age groups will be able to access course materials anywhere and anytime. The m_learning is one of the dominating trends of educational applications for new technologies. While the definitions of m_Learning differ, it is obvious that not only technology but also people can be mobile. The m_Learning can be defined as a form of learning that makes use of mobile technologies and gives students the ability to learn anything, anywhere and at anytime. This definition is based on the definition given in “Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.”. Quinn defined m_Learning as “the intersection of mobile computing and e-learning and includes anytime, anywhere resources; strong search capabilities, rich interaction, powerful support for effective learning, and performance-based assessment”. Stevens and Kitchenham described m_Learning as “meaningful learning that occurs through the use of wireless handheld devices such as cell phone, personal digital assistant, minicomputer, or iPod”. Contrary to other types of learning activities, the TLP with mobile devices began with the assumption that students are always on the go and have activities according to the context in which they are. In it is shown that teaching/learning environments using mobile devices provide opportunities for innovation. Thus, as shown in the TLP, in which students have an active role, and teachers and students interact in a collaborative way, the construction of knowledge is facilitated. Mobile applications help coordinate learning resources and students, and may also help to improve the educational activities that are part of this process.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the use of GSM as a medium for learning
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on the use of GSM as a medium for learning. 200 students of university of Kaduna was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the use of GSM as a medium for learning
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of GSM as a medium for learning
Summary
This study was on the use of GSM as a medium for learning. Three objectives were raised which included: The level of usage of Smartphone communication by students, to ascertain the impact of Smartphone on students learning process, to find out the factors which encouraged students to use the technology and imbibe it in their learning curriculum. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 students of university of Kaduna state The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up final year students, year four students, year three students and year two students were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The mobile technology is used more as a tool than as a teaching methodology. From the research carried out, there is a consensus that this technology does not ensure by itself success in learning, however, when used as part of an effort to support the involvement of an active learning there evidence that they can lead to increase students’ motivation and satisfaction. The introduction of BYOD in the classroom aims, from the students’ perspective, to involve students in learning, leading them to participate more actively as well as ensures that the learning is most effective; on the teacher’s perspective it allows to “personalize” and motivate students in the teaching/learning process taking into consideration that this process can and should be considered beyond the classroom. In order to understand the developments in the use of mobile devices in higher education in Portugal a research was carried out in two separate academic years, separated by five years (2009/2010 and 2014/2015), in very heterogeneous courses (Law, Management/Economics and Engineering). As previously discussed the result clearly shows a high growth rate of the use of mobile technology in higher education institutions in Portugal just like other countries already studied.
RECOMMENDATION
Policy makers and the curriculum planners of education programmes in Nigeria need to incorporate into adult education curriculum the use of mobile phones, an innovation which have made the 21st century unique. Proper attention should be given to adult education programmes by the three tiers of government in due with the global concern for eradication of illiteracy in Nigeria. Adequate funds should be budgeted for the provision of mobile phones for the adult learners and their facilitators
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