The effects of using mobile technologies and ICT to students’ attitudes and achievement.
Abstract
This study examines how enhanced media-devices is used in classrooms in Kazakh schools from the perspective of students, teachers, and decision makers. Based on four fundamental research questions, the goal is to analyze the level and impact of mobile technologies on pedagogy and students' perceptions of mobile technologies use in the classroom. Although some schools are afraid to introduce too much enhanced media-devices into their practice, this study aims to prove that introducing mobile technologies into the teaching and learning process is extremely valuable. Despite some innovations in pedagogical strategy, including notable advances in the use of mobile technologies, most secondary schools still have a long way to go as schools around the world still have an old, teacher-oriented paradigm, as opposed to more modern, student-centered approaches. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance.References
1. Bidarian, S., Bidarian, S., Davoudi, A. M. A Model for application of ICT in the process of teaching and learning, International Conference on Education and Educational Psychology (ICEEPSY 2011).
2. Brown, T. H. (2005). Towards a model for m-Learning in Africa.
3. Hirtz, S., Harper, D. G., Mackenzie, S. (2008). Education for a Digital World: Advice, Guidelines, and Effective Practice, from Around the Globe. Vancouver: Commonwealth of Learning.
4. Ионисиани, А. З. (1930). Спорные проблемы марксистской педагогики. Изд-во: Работник просвещения.
5. Law, N. Y. (2000). Conceptual Framework For Use of ICT in Eduaction: Roles and Interactions of the Learners, Teacher and the Technology: Faculty of Eduaction, University of Hong Kong.
6. Лернер, И.Я. (1981). Дидактические основы методов обучения. Москва: Педагогика.
7. Луначарский. А.В. (1925). Москва: Третий фронт.
8. Макаренко, А.С. (1986). Педагогические сочинения в 8-ми томах. Москва: Педагогика.
2. Brown, T. H. (2005). Towards a model for m-Learning in Africa.
3. Hirtz, S., Harper, D. G., Mackenzie, S. (2008). Education for a Digital World: Advice, Guidelines, and Effective Practice, from Around the Globe. Vancouver: Commonwealth of Learning.
4. Ионисиани, А. З. (1930). Спорные проблемы марксистской педагогики. Изд-во: Работник просвещения.
5. Law, N. Y. (2000). Conceptual Framework For Use of ICT in Eduaction: Roles and Interactions of the Learners, Teacher and the Technology: Faculty of Eduaction, University of Hong Kong.
6. Лернер, И.Я. (1981). Дидактические основы методов обучения. Москва: Педагогика.
7. Луначарский. А.В. (1925). Москва: Третий фронт.
8. Макаренко, А.С. (1986). Педагогические сочинения в 8-ми томах. Москва: Педагогика.
Published
2020-06-08
How to Cite
KASSYMBEK, Zhaudir Kanatkyzy.
The effects of using mobile technologies and ICT to students’ attitudes and achievement..
Proceedings of International Young Scholars Workshop, [S.l.], v. 9, june 2020.
ISSN 2709-1120.
Available at: <https://journals.sdu.edu.kz/index.php/iysw/article/view/160>. Date accessed: 04 june 2025.
doi: https://doi.org/10.47344/iysw.v9i0.160.
Section
Articles
