In this paper, we report on the findings with regard to classroom activities and their time use in a number of mobile technology-mediated classrooms at Hong Kong. The data was collected from a mobile learning project specifically designed to promote students' group and independent learning across a range of subject disciplines through using mobile devices within school environment. A total of 30 lessons in 10 primary and secondary schools were videotaped and analyzed. Results indicate that mobile devices can support establishing a well-balanced structure of classroom activities controlled by both teachers and students, where about 40% of the total class time was allocated to direct teaching and 40% was assigned to students' learning in independent and/or collaborative ways. Copyright © 2010 The authors.
|Title of host publication||Proceedings of the 18th International Conference on Computers in Education: Enhancing and sustaining new knowledge through the use of digital technology in education, ICCE 2010|
|Editors||Su Luan WONG, Siu Cheung KONG, Fu-Yun YU|
|Place of Publication||Putrajaya|
|Publisher||Faculty of Educational Studies, Universiti Putra Malaysia|
|Publication status||Published - 2010|
CitationKong, S. C., Cheng, G., & Liu, M. L. (2010). Tracking classroom activities in mobile technology-mediated lessons. In S. L. Wong, S. C. Kong, & F.-Y. Yu (Eds.), Proceedings of the 18th International Conference on Computers in Education: Enhancing and sustaining new knowledge through the use of digital technology in education, ICCE 2010 (pp. 402-406). Putrajaya: Faculty of Educational Studies, Universiti Putra Malaysia.
- Group learning
- Independent learning
- Mobile technology
- School education