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Direct linkZehua Dong; Ming Ming Chiu; Shuqi Zhou; Zihong Zhang – Education and Information Technologies, 2024
Building on past studies showing that mobile learning improves learning outcomes and differs within a domain (e.g., science), this meta-analysis models domain-specific differences (e.g., learning activities) that drive these differences in science performance. A systematic database search (i.e., Web of Science, JSTOR, ERIC, PsycINFO, ProQuest…
Descriptors: Educational Technology, Telecommunications, Handheld Devices, Science Education
Juan Garzón; Georgios Lampropoulos – Interactive Learning Environments, 2024
The benefits of mobile learning for science education have been widely described; however, there is scarce evidence of its effect on student learning. This article presents a meta-analysis of 44 empirical studies to assess the effect of mobile learning on students' learning at K-12 levels. Moreover, the study considered the moderating effect of…
Descriptors: Handheld Devices, Educational Technology, Science Education, Elementary Secondary Education
Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking
Waller, Lisa; Edens, Kellah – Journal of Technology and Teacher Education, 2012
The purpose of this study thus was to empirically investigate the association between teachers' self-reported reflective practices and their use of student response systems. Analysis of responses from 214 teacher participants from the southeastern US to the "Teachers' Technology Use and Belief Survey (TTUBS)" revealed the following findings.…
Descriptors: Teacher Surveys, Technology Uses in Education, Audience Response, Handheld Devices
