Pixel International Conferences

Nowadays, the daily activities of the productive members of modern societies are structured around smart mobile devices and their applications, which support the delivery of public services and goods, such as health and education (Kanaki et al., 2022). Based on the fact that smartphones and tablets are increasingly widespread throughout the world (Pew Research Center, 2021), the educational, research, and academic community has carefully focused on examining methods of utilizing and integrating smart mobile devices into the educational process, aiming to upgrade the learning experience (Statti & Villegas, 2020). An important factor that enables the prediction of the speed and degree of successfully integrating mobile technology in the educational process is teachers’ attitudes and beliefs toward mobile learning (m-learning). Pertinent research studies are of particular importance since they serve to identify the strengths and weaknesses of the m-learning model and facilitate the development of mobile technology infrastructure (Al-Emran et al., 2016; Nikolopoulou, 2020). This article reports on the results of a relevant large research study conducted in Greece, under the umbrella of a robust ethical framework and within the context of quantitative methodology for data collection. The purpose of the study was to examine the perceptions of Secondary Education teachers regarding the integration of mobile technology in the educational process, as well as potential factors that might shape these perceptions. The statistical analysis of the research data revealed that teachers recognize the benefits of exploiting educational aspects of mobile technology, although they have serious concerns regarding the appropriate integration of smart mobile devices in formal educational settings. These results can form the basis of future studies regarding deploying smart mobile devices in Secondary Education, in the context of formal learning.

Keywords: mobile learning, m-learning, mobile devices, teachers' perceptions, Secondary Education.

References

Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human behavior, 56, 93-102.

Kanaki, K., Kalogiannakis, M., Poulakis, E., & Politis, P. (2022). Employing Mobile Technologies to Investigate the Association Between Abstraction Skills and Performance in Environmental Studies in Early Primary School. International Journal of Interactive Mobile Technologies, 16(6).

Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257-275.

Pew Research Center. (2021). Mobile fact sheet. https://www.pewresearch.org/internet/fact-sheet/mobile/">https://www.pewresearch.org/internet/fact-sheet/mobile/.

Statti, A., & Villegas, S. (2020). The use of mobile learning in grades K–12: A literature review of current trends and practices. Peabody Journal of Education, 95(2), 139-147.