The Usages and Effects of Student-Teacher-Led Functions of Mobile Technology Toward High School Physics Learning

• In Event: The Possibilities and Concerns Presented by Social Media and Mobile Learning

Abstract

Mobile technology is drawing more and more concerns in physics learning. To understand the influence of “who led the usage” on the usages and effects, we developed a teacher-student led functions model. By recruiting 803 high school students who used a one-to-one tablet that was installed with an Interactive Learning Management System, we examined up to 15 specific functions in physics learning. The 15 functions were first coded into three categories –student-led, teacher-led and collaborative functions. Result indicates that the frequency of using for teacher-led functions is significantly lower than collaborative functions and is significantly higher than the student-led functions. Only the student-led functions and collaborative functions significantly predict students’ physics achievement and interest, whereas teacher-led functions fail.

Authors

• Xiaoming Zhai, University of Georgia

• Min Li, University of Washington

• xuejie zhang, Beijing Normal University

• siwei chen

• Dongsheng Dong, University of Washington - Seattle