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The potential of using smartphone in teaching and learning in secondary school: a descriptive study of selected schools in Maputo City
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Advisor(s)
Abstract(s)
Atualmente, temos smartphones espalhados por todo o mundo, das cidades às áreas
remotas. Eles tornaram-se essenciais e parte integrante de nossas vidas, na qual seu
uso tem impacto na maneira como conduzimos os negócios, a política, socializamos,
comunicamos e partilhamos informações. Do ponto de vista da educação, os
smartphones mostraram ter potencial para criar uma cultura de aprendizagem móvel, útil
para o modelo pedagógico sócio-construtivista. Muitas pesquisas, principalmente
realizadas em países desenvolvidos, concentraram-se nos benefícios do smartphone no
ensino superior. O contexto e o cenário geográficos revelam que há menos estudos em
países em desenvolvimento, como é o caso de Moçambique. Apesar das descobertas
de investigações anteriores que podem ser extensíveis noutros contextos geográficos
ou regionais; é necessário analisar outros contextos, pois cada comunidade ou
sociedade é única dos pontos de vista social, econonómico e cultural, entre outros, e
Moçambique não é uma exceção. Este estudo teve como objetivo explorar o potencial
do uso de smartphones na educação, com foco particular nas escolas secundárias. O
estudo usou o método descritivo para avaliar o conhecimento sobre recursos e
aplicações, bem como as perceções e desafios que professores e alunos têm em relação
ao uso de smartphones no ensino e aprendizagem nas escolas secundárias. Na revisão
da literatura realizada foi possível identificar que métodos e o tipo de uso é dado ao
smartphone no ensino e na aprendizagem. Na revisão da literatura verificou-se que há
um grupo de professores que percecionam positivamente o uso dos dispositivos móveis
como ferramentas pedagógicas, mas há um outro grupo de professores que são contra
ou têm duvidas em relação à sua inclusão na educação. Adicionalmente, os estudantes
consideraram o uso dos smartphones necessários na educação, revelando uma
perspetiva mais positiva no seu uso em comparação com os professores. Os dados da
revisão de literatura estão em linha com os dos resultados dos inquéritos aplicados nas
escolas selecionadas. Pela aplicação dos inquéritos, foi possível verificar que alguns
professores provavelmente precisam de formação para usarem os dispositivos móveis
na aprendizagem e que nem todos professores e instituições tenham explorado
completamente os recursos e usos dos smartphones na educação, em particular no
ensino secundário. Atendendo que Moçambique não fornece a tecnologia estipulada no
seu Plano de Educação Tecnológica de 2011 (TEP / PET), devido à escassez de
recursos financeiros, isso pode justificar o motivo para alguns professores não usarem
tecnologia digital no contexto educativo. Os professores do estudo também referem que
os smartphones são caros, o que pode estar na origem dos alunos terem estes
dispositivos em maior quantidade do que a dos professores e, consequentemente, não
terem condições para tirar benefício do seu uso em sala de aula. Do ponto de vista da
literatura, pode ser que alguns professores sejam imigrantes; portanto, eles têm
dificuldades em adotar ou se adaptar às novas tendências de inovação. O estudo sugeriu
que é essencial experimentar alguns projetos, onde, por exemplo, se compare um
contexto de ensino com smartphones com o ensino e a aprendizagem tradicionais.
Today, Smartphones have spread all around the globe, from cities to remote areas. They have become essential and an integral part of our lives in which their use has and keeps impacting the way we conduct businesses, politics, socializing, communicating, and information sharing. From the education perspective, smartphone technology has shown its potential to create a mobile learning culture and enhance a socio-constructivist pedagogical model. A lot of research, mainly from the developed world, has focused on the benefits of the smartphone in higher education. Despite those findings from previous research that can apply in other geographical or regional settings; still, there are limitations as each community or society is unique in regards to social, economic, and cultural factors, among others. And Mozambique is not an exemption to the situation. This study aimed at exploring the potential of smartphone use in education with a particular focus on secondary schools. The study used the description method, and challenges that teachers and students have around the use of smartphones in teaching and learning in secondary schools. The literature review provided massive methods and applications of the smartphone in teaching and learning. In the literature review it is possible to identify that there is a group of teachers who perceive the use of the devices as pedagogical tools, and another group of teachers that are against or have a reservation towards its inclusion in education. Moreover, Students deemed the smartphones as highly necessary in education compared to teachers. The data retrieved from the literature review is align with the results obtained in the applied survey from the selected schools. The study documents that perhaps some teachers need the training to use such devices in teaching or that not all teachers and institutions have fully exploited the features and uses of smartphones in education, in particular, secondary school, and therefore, its use can be overlooked. As Mozambique fails to provide the technology stipulated in its Technological Education Plan of 2011 (TEP/PET) due to scarcity of financial resources, such can justify some teachers who overlook the reason at such technology like smartphones. From a literature perspective, it can be that some teachers are immigrants; therefore, they have difficulties in adopting or adapting to the trend. The study suggested that it is essential to try out some projects, such as teaching students with smartphones to yield comparison against traditional teaching and learning.
Today, Smartphones have spread all around the globe, from cities to remote areas. They have become essential and an integral part of our lives in which their use has and keeps impacting the way we conduct businesses, politics, socializing, communicating, and information sharing. From the education perspective, smartphone technology has shown its potential to create a mobile learning culture and enhance a socio-constructivist pedagogical model. A lot of research, mainly from the developed world, has focused on the benefits of the smartphone in higher education. Despite those findings from previous research that can apply in other geographical or regional settings; still, there are limitations as each community or society is unique in regards to social, economic, and cultural factors, among others. And Mozambique is not an exemption to the situation. This study aimed at exploring the potential of smartphone use in education with a particular focus on secondary schools. The study used the description method, and challenges that teachers and students have around the use of smartphones in teaching and learning in secondary schools. The literature review provided massive methods and applications of the smartphone in teaching and learning. In the literature review it is possible to identify that there is a group of teachers who perceive the use of the devices as pedagogical tools, and another group of teachers that are against or have a reservation towards its inclusion in education. Moreover, Students deemed the smartphones as highly necessary in education compared to teachers. The data retrieved from the literature review is align with the results obtained in the applied survey from the selected schools. The study documents that perhaps some teachers need the training to use such devices in teaching or that not all teachers and institutions have fully exploited the features and uses of smartphones in education, in particular, secondary school, and therefore, its use can be overlooked. As Mozambique fails to provide the technology stipulated in its Technological Education Plan of 2011 (TEP/PET) due to scarcity of financial resources, such can justify some teachers who overlook the reason at such technology like smartphones. From a literature perspective, it can be that some teachers are immigrants; therefore, they have difficulties in adopting or adapting to the trend. The study suggested that it is essential to try out some projects, such as teaching students with smartphones to yield comparison against traditional teaching and learning.
Description
Keywords
Aplicações móveis Smartphones Ensino secundário Tecnologia digital Ensino-aprendizagem Países em desenvolvimento Perceção Maputo Moçambique Applications Smartphones Perceptions Challenges Secondary–schools
Citation
Imwa, Mphatso - The potential of using smartphone in teaching and learning in secondary school: a descriptive study of selected schools in Maputo City. [S.l.]: [s.n.], 2020. 104 p.