Efficiency vs engagement: Student attitudes to using mobile devices in their learning

The infographic below was developed by the Australia-based organisation, Open Colleges. The things that caught my attention were some of the statistics, which, while fairly meaningless on their own, do present an attitudinal ‘picture’.

  • 59% of students said that they would like to bring in their own mobile devices to enhance learning
  • 86% of students believe they study more efficiently with access to mobile technologies
  • 77% of teachers believe that access to technology boosts student motivation
  • 76% of teachers feel it enhances the material that is being learned

It was interesting that the students didn’t report increased levels of engagement or motivation, but rather focussed on efficiency and organisation, which raised some questions for me around ‘how’ students were being encouraged to learn in these tech enabled spaces.

The infographic also reports on the results of a study whereby when teachers integrated digital games into lessons, students raised their average test scores from 79.1% to 91.5%.

The picture sketched here is one of increased engagement and motivation…although some of the bigger questions around, for instance, community involvement and culturally responsive design are not mentioned, and the development of blended learning sessions and approaches is only alluded to (e.g. there is a brief mention of Problem Based Learning).

It would be good to hear what your reactions was, overall, to the infographic, but also what else you feel is missing.

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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