جستجوی مقالات مرتبط با کلیدواژه "mobile" در نشریات گروه "علوم تربیتی"

The purpose of the present study was to investigate the lived experiences of Farhangian University professors on the educational use of mobile phones during the Covid-19 pandemic.

This qualitative research was conducted using the phenomenological method. The data collection method was semi-structured interview. Therefore, with the purposeful sampling approach and standard method, the professors of Farhangian University in the Academic year of 2021-2022, who had used mobile phones in the field of education were selected, and finally, theoretical saturation was achieved with an in-depth interview with 8 people. The analysis of the interviews was done using the seven-step Colizzi model with the help of MAXQDA12 software as a data analysis tool.

After extracting and subject classification, seven main themes and 49 sub-themes were identified. The main themes included the use of software and educational content, content production, use of educational systems, data management and transfer, educational communication, equipment management and time management.

The research findings show that mobile phone can be used as an educational tool in the field of education and teaching in the university and professors should use mobile phone to advance their educational goals.

Advanced progress in wireless technology has increased mobile usage in away that, in educational spaces based on m-learning student are able to receive education everywhere and every time. Sentence is not clear.The proficiency and efficiency of new technologies and their implementations in education has been a problem.The purpose of this study was to compare the effectiveness of two teaching approaches, lecture and mobile learning in educational achievement,self efficacy and academic burnout in Psychology student of Payamenoor Shiraz University.From 60 students two groups control and experiment obtained. Experimental group trained with m-learning method and control groups was trained by traditional method. Pre- test and post-test for two groups was conducted.Result showed that student trained with mobile device had better performance in motivation, self-efficacy and research exam and m- Learning group had no significant in reduce of burnout.The instruments were educational achievement, self -efficacy, academic burnout Questionnaires. The validity and reliability of questionnaires were favorable.The student’s grades were used as an indicator of academic achievement.Analysis of covariance (ANCOVA) showed the preferences of m-learning method.This study demonstrates that the use of new educational technologies can be effective in accordance with the needs of the learners.

With the advancements in new communication technologies, the authorities of Iranian educational ministry have emphasized opening a new perspective for teaching and learning with the application of new medium of mobile communication from the early childhood to attract the learners as well as to improve their main skills of learning. The current study was conducted to examine the effect of combining two main nonformal media of playing and mobile communication with face to face teaching for English learning. To that purpose, the performance of 270 Iranian students ranging from 12 to 17 with preintermediate proficiency level was traced to highlight their blended learning of new words while being provided with marginal introduction of the contents by digital games within three groups. As the face to face instruction was common to all the participants in the education context, the first group did the prefabricated games while the second and third ones did the native Iranian game of 'Xhane Bazi' both in real and virtual settings which were shifted occasionally for the purpose of English language instruction. The assessment of student's performance was not limited to mere reliance on the traditional methods of pretest. Instead, posttest and the formative assessment, survey, and summative assessment were also utilized. The quantitative and qualitative analysis of data revealed a meaningful effect of indigenous instructional games on learning English language. In a nutshell, the more participatory, diverse, indigenous and culture-based are instructional games, the better the learning of English as a foreign language through mobile phone will be. Thus, it can be concluded that learner's outperformance is related to the qualitative and quantitative amount of content as well as communications during accomplishing the game.

The present study aimed to investigate the effects of cell damaging effect on the ethical and social aspects of adolescents 10 to 15 years old at Mazandaran. Descriptive survey method was used. Participants consisted of all adolescents 10 to 15 years of Mazandaran province in 1391 that based on Personal Status Registration data, the population included 296,194 people in the province. From this population, 384 patients, based on Korjesi and Morgan table, were selected by random stratified sampling. In order to collect data, the questionnaire was administered. In order to determine the validity, of the judgment of the expert in the field were used. Cronbach›s alpha reliability was. 89. Data were analyzed using descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (one-sample T-test). The results showed that damage caused by mobile effected on social and moral aspects of adolescents 10 to 15.

The present study aimed at investigating the rate of using mobile phones in classroom between high-school male and female students in district 1 and 2 in Sanandaj city. The research method was descriptive-survey. The statistical population included 24450 students. Using cluster sampling from six male and six female school 42 classroom were chosen, out of which 1042 students were selected through random sampling. The result showed that 82.4 percent had personal mobile and 17.6 percent didn’t have one. Among the students 55.2 percent would take their mobile to school. Those who took mobile to school would put it in silent mode comprise 97.3 percent and only 3.7 percent would have it on. The results also showed that there was a significant difference between gender in reading the SMS and answering it in the classroom. But there wasn’t a significant difference between male and female relating to forwarding SMS while in the class. Concerning the use of Bluetooth there was a significant difference between male and female students. There was a significant difference regarding using mobile for cheating in the examination.