New Tendencies for the Technology in Education

#### **Chapter 5**

## Factors Affecting the Utilization and Adoption of Technology in Education

*Aliyu Mustapha, Abdulkadir Mohammed, Abdullahi Raji Egigogo, Abdullahi Abubakar Kutiriko and Ahmed Haruna Dokoro*

#### **Abstract**

Education is vital in any type of society for the conservation of lives of its associates and the preservation of the public formation. The rationale of this chapter is not only to reveal the role of technology in education but also to reveal the factors affecting the proper utilization and adoption of technology in education. Prior studies carried out by researchers confirm that technology utilization and adoption in education undeniably helps teachers and learners in the teaching and learning process. This chapter serves as a stepping stone to support teachers to do better in utilizing and adopting technology in education to a certain extent as an alternative of overlooking their thoughts, efforts and desires in blindly trying to vie with the swift change of technology in education in this epoch. Hence, this chapter discusses technology in education, the roles of technology in education, factors associated with technology utilization and adoption in education and the factors that limit the proper utilization and adoption of technology in education.

**Keywords:** adoption, education, technology, utilization

#### **1. Introduction**

The world today is going computerized; virtually everything today is automated from manual business to e-business, from manual banking to e-banking. Even the education system is also experiencing the effect of technology. Today, the admission process into tertiary institutions is now done electronically. This is to mention but few groundbreakings into the world of technology today. Technology has come to help a man in his strenuous tasks by automating the head-aching process originally done manually by man. Equally, due to the vast role played by the technology in education in making teaching and learning uncomplicated, its significance is gradually raising in the education sector because as technology steps forward, the benefits it put forward for learners in all facet of education. According to [1], the utilization of technology in learning has get to staggering levels. Subsequently, the significant statistics are as follows:


As new cohorts of people are exposed to highly developed technologies, applications in educational settings also grow. This flow of technology necessitates competent and talented teachers so as to sustain this emergent demand in technology. Thus, this chapter looks at the factors affecting the utilization and adoption of technology in education.

#### **2. Technology in education**

A technology that is utilized in the classroom is incredibly advantageous in supporting the learners appreciate the lessons being taught. For instance, given that there are a number of visual learners, projection screens attached to computers can be situated in classrooms to permit the learners to glimpse their notes as distinctive to sitting down and paying attention to the teacher. A good number of technologies are used to harmonize the class set of courses. These technologies put as one offered resources to students in the form of study questions, assessments and activities that may perhaps be of assistance to the students to go on with the learning process once they are not in the classroom [2].

In the present day, technology has been integrated into the school curriculum, as a result, students get used to computers to come up with exhibitions. Additionally, they make use of the internet to conduct an investigation on a category of problems intended for their compositions and critiques [3]. This proffers the certainty that, upon graduation, the learners will not beget any challenges while working with technology in the workplace, because it has the capacity to assist them in making stronger and feasible activities when correlated to an individual who has no access to technology in school. [4] corroborated that with the progressive advancements in the technological world, students are acquiring a refined path to such learning openings. Regularly, amazing and ground-breaking technology is taken into the market and the demand of the existing technology is adapted which makes it available to a great extent in the educational setting even to those schools that might not have a lot of monetary support accessible to them.

Technology has considerably developed to help the youngsters who are hitherto to start school [5]. Contrastingly, many people belief that technology "spoils" kids. For example, as objected to sitting down and learning to grasp when to calculate, they will decide on to arrange a calculator. Notwithstanding the experience, this has being contentious; though it remain to be a critical ingredient of today's social order. By adding it into schools, learners will be outfitted with scientific tools and knowledge so as to make a changeover from

school to the workplace. Without hesitation, technology has today become critical and mandatory not only in education but in each and every aspect of our lives because it offers more knowledge to learners and also making them ambitious in the labor market.

### **3. Roles of technology in education**

Many diverse roles of technology in education are promising; these range from using technology as a tool to support the conventional way of teaching to fully technological driven. In view of the above piece of information, many students derived gratification from the use of technology in education. It is vital to bring to light the roles of technology in education as highlighted by [6, 7];


#### **4. Factors associated with technology utilization and adoption in education**

The performance of technology is a multifaceted route that depends on its distinctiveness, the connections among human resources and educational settings. The following factors are identified to influence technology utilization in education.

#### **4.1 Teacher's factor**

A recurrently mentioned set of factors affecting the utilization of technology in education is linked with the teacher. The teachers' thoughts on the way to and proficiency with technology have regularly been acknowledged as the key factor connected with the utilization of technology [8]. If not a teacher cling to affirmative thoughts to technology and not expected of using it in teaching. Teacher's instructive attitude and teaching philosophy put into practice are in addition factors that appear to persuade the proper utilization uses of technology in education.

#### **4.2 Organization factors**

The purpose of school as an institute is not to unravel a distinct predicament although to lighten the pressure on the school caused by stress working outside of or overriding the power of customary control. Similarly, they obviously and

unavoidably oppose modification that will set demands on the existing practices. This implies that what emerges as a clear-cut enhancement to outsiders can to an organization be felt as deplorably upsetting if it means that societies are obliged to modify its ethics and practices for execution. The prologue of technologies necessitates a stern modification in the program of study, teaching practices, reallocation of wherewithal, and possibly reorganizing the basic composition of school. More to the point, this innate opposition to modification, organizations are assumed to contain a formation that averts widespread utilization of computers.

#### **4.3 Technology factors**

Technology itself is also among the spring of set of factors that affect its usage by teachers. Today, some contradictory thoughts on the significant effects of technology ought to be utilized in education. This directs the teachers to a state of uncertainty regarding the apt educational ethics of technology. Furthermore, the continuously varying technologies make it complex for teachers to live with the latest trends in technology. This is because, on a daily basis, new hardware and software are becoming available and the teachers find it hard and daunting to continue following this mysterious beast in technology. Thus, the nature of unpredictability makes technology less alluring for most teachers because of its undependable and can break down at any time but teachers, who have only a limited amount of time in front of students, cannot spend the time troubleshooting problems they may or may not be able to solve. Thus if not there is a strong need for the use of technology and reliable support, teachers may opt not to use it in their teaching.

#### **5. Factors that limit the proper utilization and adoption of technology in education**

In thoughtful piece of writing on the factors that limit the proper utilization of technology in education are:


However, more problems, though, recline beyond physical or technological compositions in the constitution of education because the formation of education developed in the preceding years is relatively contrary with the utilization of new technologies. The analysis of education as the transfer of knowledge and facts from the teachers to learners has a gigantic position for the learners to use innovative technologies to achieve significant everyday jobs.

### **6. Conclusion**

As a driving force of gigantic transformation, technology has omen the current understanding by helping the teachers and learners to achieve the best in its utilization and adoption in education. These transformations will have a momentous ripple result on education. Over the next period of 10 years, highly developed technologies will put education in the reach of many more individuals in the world over and will permit larger interest in teaching methodologies. As this chapter indicates, these far-reaching technological transformations will in effect change the skill-sets of the upcoming employees. Consequently, the general public around the world will need to reflect on how to make the judicious use of these novel prospects and accordingly guarantee to facilitate competition in education worldwide.

### **Author details**

Aliyu Mustapha1 \*, Abdulkadir Mohammed1 , Abdullahi Raji Egigogo2 , Abdullahi Abubakar Kutiriko3 and Ahmed Haruna Dokoro4

1 Industrial and Technology Education Department, Federal University of Technology Minna, Niger State, Nigeria

2 Cyber Security Science Department, Federal University of Technology Minna, Niger State, Nigeria

3 Department of Informatics, Kings College London, London, United Kingdom

4 Department of Computer Science, Gombe State Polytechnic Bajoga, Nigeria

\*Address all correspondence to: aliyu21m@gmail.com

© 2020 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

#### **References**

[1] Mahato S. Use of educational technology at Sidho Kanho Birsha university. International Journal of Advanced Research, Ideas and Innovations in Technology. 2017;**3**(1):419-422

[2] Mustapha A. The importance of Technology in Teaching and learning. In: Artois M, editor. Teaching with Technology: Perspectives, Challenges and Future Challenges. New York: Nova Science Publishers; 2018

[3] Brandstrom C. Using the Internet in Education—Strengths and Weaknesses. A Qualitative Study of Teachers' Opinions on the Use of the Internet in Planning and Instruction. 2011. Available from: http://www.diva-portal.org/ smash/get/diva2:438827/FULLTEXT01. pdf [Accessed: 28 August 2017]

[4] Toyama K. There Are No Technology Shortcuts to Good Education. 2011. Available from: http://edutechdebate. org/ict-in-schools/there-are-notechnology-shortcuts-to-goodeducation/ [Accessed: 05 November 2017]

[5] Leslie MB, Jason TD, Virginia EV. Observations of children's interactions with teachers, peers, and tasks across preschool classroom activity settings. Early Education and Development. 2012;**23**(4):517-538

[6] Akinsola M, Animashun I. The effect of simulation-games environment on student achievement in and attitudes to mathematics in secondary schools. Turkish Online Journal of Educational Technology. 2007;**6**(3):113-119

[7] Mustapha A. Effects of simulation on the achievement, retention and skill performance of motor vehicle mechanic in Niger State technical colleges [unpublished med thesis]. Minna: National Open University of Nigeria; 2016 [8] Mundy M-A, Kupczynski L, Kee R. Teacher's perception of technology use in school. SAGE Open. 2012;**2**(1):1-8

#### **Chapter 6**

## Educational Technology at the Study Program of Educational Physics at the University of Maribor in Slovenia

*Milan Svetec, Robert Repnik, Robi Arcet and Eva Klemenčič*

#### **Abstract**

Physics is an experimental scientific discipline and needs to be introduced as such in schools. However, in recent decades, we witnessed intensive advancement in the field of computers, sensors, and measurement devices and also educational technologies, animations, and simulations, which one can use in teaching Physics. With ICT integration in education, we can supplement, but not substitute, different teaching methods, which include experiments. The modern teacher of Physics needs to be well trained in the use of all kinds of educational technologies, in particular in the field of experimental work. In this contribution, we analyze the study program of educational Physics at the University of Maribor in Slovenia, where we focus on achieving adequate competences for appropriate use of ICT in teaching theoretical topics as well as executing experiments.

**Keywords:** educational technology, experimental work, smart phone applications

#### **1. Introduction**

Information and communication technology (hereinafter referred to as ICT) is one of the most important and irreplaceable technologies of the twenty-first century. Among others, the rise of new technologies leads to important changes in the field of education. Educational systems in most EU countries [1, 2], including Slovenia, face a major problem of how to include the rapidly changing ICT field systematically and on a daily basis into teaching and learning. Consequently, in recent years, many studies of ICT integration [3–6] and its potential in the educational field were published.

ICT in education has a double role. Technology brings new tools that improve the teaching and learning process, but at the same time, ICT is a part of the curriculum with the goal of preparing students for life by providing them with all the necessary skills and knowledge. Note, that by word "student," we mean everyone who is studying at any educational level. We need to be aware that technology itself cannot be effective every time and does not necessarily improve students' knowledge. Teachers must have a good sense for planning when to include ICT, to what extent, and how to actively involve students. We must emphasize that science subjects require the development of experimental research skills and abilities, which cannot

be fully developed, or even replaced with even the most sensible inclusion of ICT. Experiments should not be substituted but supplemented by ICT tools. It is important that Physics teachers are digitally literate and well trained in the use of all kinds of educational technologies, particularly in the field of experimental skills. In our opinion, only a smart combination of educational technologies can improve the understanding of students. Furthermore, it can lead to the development of not only digital and science competences but also entrepreneurship competences. The EntreComp study [7] defines entrepreneurship as a transversal key competence that act upon opportunities and transform ideas into value for others.

In our contribution, we use qualitative research methods based on a documentary research method and experience-based analysis. We analyze the study program of educational Physics at the University of Maribor in Slovenia with a focus on achieving adequate competences for appropriate ICT integration in teaching theoretical topics and experimental work.

#### **2. Information and communications technology**

New technologies based on ICT are appearing in different areas. In the field of education, ICT ignites important changes. Availability of ICT is an indicator showing the progress and development of a society. ICT literacy has become one of the most significant life skills or competences and has been influencing many areas in life. An individual wanting to function in society in a socially acceptable manner must, therefore, be digitally literate. Gerlič et al. [8] claims that a digitally competent individual using ICT is more successful, creative, and innovative, handles valid and reliable data, and is aware of legal and ethical principles of safe and responsible use of technology.

Digital literacy can be defined as the ability to use digital environments to acquire important knowledge. A digitally literate individual can:


ICT development is extremely fast, and the field is constantly changing and upgrading. At first, ICT applies only to hardware, but today it also covers applications (software), networks (Internet), and services. One of the most important ICT resources recently is mobile technology (smartphones, tablet PCs, handheld devices, etc.), which has developed rapidly over the past decade. Its significance has been increasing mostly due to mobility. With the help of the Internet, the user can communicate and quickly access various content and information at any time. ICT has become accessible and available immediately and almost everywhere. This in itself offers not only many advantages but also disadvantages, which is seen as excessive stress and abuse of information technology.

*Educational Technology at the Study Program of Educational Physics at the University… DOI: http://dx.doi.org/10.5772/intechopen.85081*

A large variety of things that people used to do by thinking, technology does for them today. Spitzer [10] warns about the phenomenon of the so-called digital dementia—the sneaking of mental abilities due to the use of digital technology. For children, Spitzer even recommends all schools should ban all forms of digital technology. However, this is highly unlikely. We should not abandon digital technology as it does serve several educational benefits. Instead, we need to learn how to use it responsibly to get the best out of technology and look after the mental health of both the younger generation and ourselves. As Tearle [11] concludes, although ICT requires additional work for a teacher, it enables positive learning outcomes.

#### **3. Incorporating ICT in the educational process**

Educational systems in most EU countries, including Slovenia, are facing a major challenge of how to include the rapidly changing ICT field systematically into teaching and learning. Because changes in education occur gradually and introducing new approaches is relatively slow, there is a discrepancy between general use of ICT in everyday life and its use in education [1, 12].

By incorporating ICT in education, one can notice improvement of the teaching and learning process. Furthermore, as ICT is a part of the curriculum, students gain skills and knowledge that are important also in everyday life [13]. In addition, ICT can be a tool to develop other key competences. In order to utilize all ICT advantages, we need to familiarize students with the basic skills to work with ICT, starting with the early years of study. Content should be included in school subjects in the most suitable manner allowing for the use of technology. Therefore, word processing should be included in mother language and spreadsheets in mathematics when learning about functions or data presentation. We believe regular inclusion of current technology in the teaching process would accustom students to the practical use of technology.

The updated curricula in Slovenia recommend the use of ICT in the educational process. ICT is used in class by teachers according to their personal preferences, which depends on their skills and attitude toward technology. Therefore, for the development of digital competences of students, it is relevant that teachers possess sufficient skills and competences to incorporate ICT in their teaching practices on a daily basis.

Gerlič [8] gives five main advantages of the use of ICT in the learning process, as follows:


ICT gives students many positive changes that influence their motivation and activity during lessons. We need to be aware that technology cannot be effective every time and does not necessarily improve students' knowledge. Sensible use of technology requires a lot of knowledge and preparation. Teachers must have a good sense for planning, when, how, and why include ICT and to what extent. In addition, teachers must have skills in the didactically reasonable use of ICT during lessons [14, 15]. Science subjects require the development of experimental research skills and abilities (observing, classifying, developing experimental techniques, comparison, etc.), which cannot be fully developed or even replaced with even the most sensible inclusion of ICT. Therefore, just using ICT in the classroom does not automatically mean an increased contribution of ICT to the lesson and the students' knowledge.

#### **4. ICT deployment in Slovenian schools**

In Slovenia, the systematic ICT deployment in education started in 1994 with the project called RO—Computer Literacy. The program was designed to encourage schools to increase the number of computers, hardware, and software equipment, and thus affect the motivation of the lessons. The implementation of this project took place during the years from 1994 until 2000. With the introduction of ICT, curricula, textbooks, and didactic materials were updated. In addition, it was crucial to educate teachers. Initially, teachers attended general introductory seminars in order to update with technology, which was later used in a variety of administrative matters and lesson planning. Later, they began not only to educate teachers in the use of ICT in these areas but also in their individual subject areas.

The Ministry of Education, Science and Sport assured one of the major breakthroughs of the system from 2006, based on the upgraded Action plan for the follow-up leap of the IT implementation in schools. With the resources of The European Social Fund, The Ministry of Education and Sport carried out a variety of public tenders and direct projects in public institutions (National Education Institute Slovenia and ARNES) under the name of e-education.

Within the "e-education," educational consultancy support and technical assistance to schools were developed and implemented, as well as the development and implementation of the standard called "e-competent teacher and principal". The proposal of the standard called "e-competent teacher," which contains six fundamental e-competences, was not formally introduced [16].

The six fundamental e-competences are as follows:


#### *Educational Technology at the Study Program of Educational Physics at the University… DOI: http://dx.doi.org/10.5772/intechopen.85081*

In addition to the aforementioned project "e-education," a few other projects in the field of ICT deployment were carried out between 2007 and 2013 with cofinancing from the European Social Fund: e-competences for teachers in bilingual schools; Production of multimedia and interactive e-learning materials; e-books; a project called e-schoolbag; and a project called IR optics.

After all these projects, it was found that the use of ICT in the classroom in Slovenian schools is in accordance with the average use of ICT in classrooms of EU countries [1, 2]. Slovene teachers participated in several trainings regarding the use of ICT, which were beyond the development phase of the "basic training." Now, most of the training is in the area of pedagogical use of ICT.

In January 2016, the Ministry of Education, Science and Sport adopted Strategic guidelines for further implementation of ICT in the Slovenian education until 2020 [17]. This document presents current initiatives and policies in Slovenia and the European Union. In addition, it defines the vision of providing an open, creative, and sustainable learning environment supported by innovative use of ICT. The aim of ICT integration is to improve the effectiveness and quality of obtained knowledge and skills of key competences that one needs for successful integration into society.

Other objectives are to provide a higher level of utilization of ICT skills within the whole educational system and thereby contribute to the development of key competences. The latter also includes participants in the adult education and thereby represents the provision of comprehensive development of the competences of educators, teachers, coordinators, principals, and teachers in higher education (formal education and further training) with effective forms of training. This leads to the strengthening of the professional community, with the active exchange of good practices, or through mutual learning and providing quality services (counseling, assistance). This should also be pursued through the provision of various forms of training (seminars, workshops, consultancy, etc.) of educators, teachers, higher education faculty, and professional staff and principals for better and more efficient education with the support of ICT.

In addition to ICT deployment and developing digital literacy, the Ministry of Education, Science and Sport run the project called "Strengthening the competence of entrepreneurship and promoting a flexible transition between education and the environment in gymnasiums," which started in 2018 and will finish in 2022. The main objectives of the project are to establish, implement, and evaluate the model to develop entrepreneurship competences among students. The latter can be achieved by introducing flexible forms of learning, cross-curricular connections, studentcentered learning, authentic problem solving, and innovative use of ICT.

#### **5. The use of ICT in education**

The use of ICT in the educational process can be divided into three major areas. The primary scope encompasses activities through which learners become familiar with the operation and use of ICT (general educational area—ICT literacy), or they upgrade their knowledge or decide about a vocational route (specific professional education area). The secondary area encompasses the ICT integration in the educational process itself. In this case, ICT acts as a teaching resource or device in a variety of learning activities, which are linked to the direct educational process in the individual subjects. It can take part in all or only in certain stages of the learning process, such as introductory stage, processing new learning contents, practice exercises, revision, knowledge testing, and decision-making on the workflow. The tertiary area covers activities that accompany the educational process: business and technical-organizational elements characteristic of the educational system (administration, organization, information, and communication). Nowadays, the use of ICT in this area is indispensable. The information system of education that allows internal, local, national, and transnational networking through ICT is becoming an increasingly important factor in the development of the tertiary area.

The critical review of ICT integration in education is done by Livingstone [18], who presents both obstacles and challenges that schools face, and improvements in learning outcomes.

#### **5.1 e-learning**

ICT has brought new opportunities for the acquisition and creation of knowledge. It has become a vital element of the modern processes of education. In general, the term e-learning refers to the possibility or the use of ICT in education [19]. Gerlič et al. [8] cites three different approaches of the use of ICT in learning and teaching. The first approach, a classic or traditional education, takes place in the classroom. The teacher uses technology as mere interpretation assistance to achieve greater student motivation. Students use classical textbooks, workbooks, and e-materials. The second approach, e-education, is carried out with the help of ICT in synchronous or asynchronous form. Synchronous learning means that communication between participants takes place at the same time. This allows two-way communication between teachers and students (audio-video conferencing, chat rooms, the Internet, or classical telephony, etc.). In the case of asynchronous forms, the educational process is delayed, participants are not logged on to the network at the same time, and their communication takes place time independently (e-mail, Internet forum, e-materials, etc.). The third approach represents a combination of the above forms of teaching (blended learning). This means that the concepts of learning and teaching are characterized by different styles of learning or teaching methods and using physical and virtual learning media, through which a diverse range of learning outcomes and educational didactic effects are achieved.

Finally, the so-called m-learning or mobile learning has occurred. It refers to the use of more advanced, mobile technologies [20, 21]. m-learning is part of e-learning, and the essential difference between them is in mobility. This type of technology is accessible in every step of the way and allows us to communicate with other users, logging onto the World Wide Web, it enables the use of a wide range of services and applications, and is, at the same time, is easy to use [22].

#### **5.2 ICT teacher**

The use of ICT in the educational process has its own advantages [23, 24]. Nevertheless, the quality of the lessons still depends primarily on the teacher, who forms learning objectives, content, forms of work, etc. The classic role of the teacher as the transmitter of knowledge is diminishing, while the role of the teacher as a facilitator, who directs and encourages the acquisition of new knowledge, is increasing. The teacher's guiding of information, obtained by a student with the help of ICT, improves quality of knowledge and helps students to create a holistic image of the world and themselves. At the same time, it represents the foundation for learning and education development.

When using ICT, it is crucial that teachers are critical to the devices they use. They need to use ICT intelligently and in particular in accordance with the educational objectives and the modern pedagogical principles. Use of ICT increases teacher productivity and saves time mainly for the following:

*Educational Technology at the Study Program of Educational Physics at the University… DOI: http://dx.doi.org/10.5772/intechopen.85081*


Furthermore, teachers examining different ways of incorporating ICT in the education process in order to increase the effectiveness of their work are also developing their entrepreneurship competences.

The use of ICT during the teaching process is closely related to the teachers' self-assessment of their own ICT competences, their assessment of the suitability of ICT use, and to the accessibility of ICT in an individual school. The more teachers feel confident about their ICT skills and competences, the more they are willing to undergo further training in the field and to incorporate ICT-related activities in their teaching at all levels of education. A survey from 2011, Condition and Trends in the Use of ICT in Education, shows that teachers' problems due to lack of experience on the application of ICT occur less often than the European average. At the same time, however, teachers believe that they are poorly trained to deal with ICT and need additional professional education. The computer is mostly used in class by younger teachers; the frequency of use declines with the growing age of a teacher [25–27].

Jimoyiannis and Komis [28] disclose that teachers recognize positive educational benefits of the use of ICT, especially from the science teacher's respective. On the other hand, they also highlight problems regarding ICT integration in education in terms of effectiveness and organization.

Gerlič believes it is particularly necessary to motivate and properly train teachers and not only to provide adequate software and hardware. Future teachers should be properly trained for the meaningful use of ICT in education during their studies. The latter is also studied by Drent and Meelissen [29]. They point out that a lack of ICT competence among teachers can often represent an obstacle. In their study, they conclude that the innovative use of ICT demands personal entrepreneurship competences. In addition, the innovative use of ICT enhances the learning process of students and affects the development of entrepreneurship competences among students themselves.

#### **5.3 Guidelines for using ICT in Physics lessons**

In the ICT deployment in Slovenian schools, the curriculum of individual subjects had been changed and supplemented. Therefore, in up-to-date curricula, it is recommended the implementation of ICT in the pedagogical process. The Physics curriculum in Slovenia allows great opportunities for meaningful inclusion of ICT in class.

The curriculum refers to reasonable use of the World Wide Web and computerbased measurement with interfaces and sensors. A computer with an interface and a set of sensors should become a measurement system for data acquisition and processing and a tool for analyzing and presenting measurements. Computer

#### *The Role of Technology in Education*

simulations and animations could be a useful complement to Physics lessons, especially when the nature of the phenomenon is such that it cannot be shown by an appropriate experiment. Teaching can be enhanced using a computer classroom and appropriate software, selection of e-materials, animations, and access to the World Wide Web.

Curricula also point out that the use of information technology can only complement experimentation rather than to substitute it. Computer simulation does not achieve the motivational or didactic effect of a well-demonstrated experiment.

The curriculum does not restrict the way ICT is used but encourages it. Thus, ICT can be used in lessons in many ways:


In the field of Physics, there are many examples of the use of ICT in teaching in the Slovene language, as well as some sets of e-materials that cover curriculum content, but we must consider the fact that they were created at different times and that the curricula had already changed in the meantime. In the proceedings of the international conference Sirikt, which is the largest in our area in the field of the use of ICT in education in Slovenia, there are many examples of the use of ICT in teaching Physics. There is also a lot of contributions published in the magazine Physics at School.

By examining the meaningful use of ICT in the classroom, we cannot ignore a collection of manuals published by the public institution of The National Education Institute of Slovenia: Modernization of lessons in High School practice—PHYSICS, mechanics, heat, oscillation (Part 1); Updates of lessons in Elementary School practice—PHYSICS and Challenges of developing and evaluating knowledge in High School practice—PHYSICS, electricity and magnetism, wave, modern physics (Part 2).

#### **5.4 Models in natural science teaching**

Čepič emphasizes the importance of experimentation and demonstration when she interprets three various models of the description of a scientific phenomenon: the theoretical model, the computer model, and the experimental model. Of course, all the models mentioned concern the planned simplification and neglect of the various circumstances of the scientific phenomena examined in exchange for the possibility of organized methods of exploration and experimentation [30].

In the theoretical model, one describes natural events using abstract mathematical description that allows for quantitative predictions and hypothesis testing using measurements. Theoretical models are always used by students whenever their task is something to calculate. Using ICT, we can create a computer model with various simulations or animations of natural science phenomena. Thus, students acquiring some experience, associated with natural phenomena, do not observe this phenomenon directly. We must be aware that the computer model is the preprogramed flow of the test resulting from the theoretical model. The maximum value of computer

*Educational Technology at the Study Program of Educational Physics at the University… DOI: http://dx.doi.org/10.5772/intechopen.85081*

models is the point of view of the symbolic representation of phenomena that we cannot see and the possibility of integrating developments at the sub microscopic level. In experimental models using devices and tools, we can present complex natural phenomena in the classroom. Such model successfully develops skills and competences in experimental research. Students can do practical work by gaining practical experience in new areas while leading them to an understanding of complex phenomena of nature. Virtual experiments using ICT (computer, mobile device) are also considered to be part of an experiment in the broader view. The results of such experiments are predefined with the program itself and do not allow any experimental error in terms of improper implementation of the experiment, overlook the circumstances of the actual experiment, the imprecise measurement, and others.

The study conducted by Jimoyiannis and Komis [31] confirms the positive outcome of the use of ICT and computer simulation in physics class. Additionally, it shows that the use of ICT can improve students understanding of the examined topic of the trajectory motion.

It is important that simulations and animations do not replace experiments. Computer models should be applied rationally and especially as a complement to experiments. Students, who discover natural phenomena only through ICT, will never acquire experimental skills.

#### **6. Study program of educational physics**

We have determined that sensible and rational use of technology requires a lot of knowledge on the teacher's part. Besides mastering ICT, a teacher should be able to make sensible use of information technology during class.

The modern Physics teacher needs to be well trained in the use of all kinds of educational technologies, particularly in the field of experimental work. It is therefore important for students during their studies to achieve adequate competences for an appropriate use of ICT in teaching theoretical topics as well as in executing experiments.

According to Gerlič, it is of great relevance that study programs for teachers should include subjects and content covering the competences and skills listed below:

General ICT and Computer Sciences (regardless of their specialization, students must acquire basic knowledge and skills in ICT and Computer Sciences, in using information systems and the computer in class, as well as for school administration. Students of Science, Mathematics, Craft, and Technologies also need basic skills in the field of designing simple educational software; they need an in-depth insight into computer networks, the multimedia, conference systems, distance learning, etc.).

Specific competences for the use of a computer in the field of their specific subject (students are familiarized with the use of the computer and information systems in the field of their specific subject).

Specialized didactics competences (within the course of specialized didactics, students of any subject specialization are familiarized with the possibilities of ICT use in their chosen subject field) [32].

We analyzed the study program of educational physics at the University of Maribor in Slovenia. The study program Physics teacher follows the principles of the Bologna process and includes modern study content, various organizational approaches, and modern work methods, which ensure greater connectivity between theory and practice. This means that during their studies, students have more practical training and they start with it sooner, which ensures a better integration of students in the school environment and gives them a better insight into what they will have to do after finishing their studies at the university.

#### **6.1 Subjects in the field of ICT**

The student of the Physics teacher program has several subjects with ICT content [33]. Information and Communications Technology and The Computer in Physics are taught in the first year. Both are core subjects. Students acquire knowledge in the theoretical and practical field of use of ICT in education and the profession. Students can work independently and creatively to solve practical problems in education and studies and can use computer tools to process and display the results of measurements. Working with a computer is particularly important for all lab work and writing physical texts.

Among the subjects that are optional, some subjects develop competences in the ICT field in depth. In the fourth year, students can choose the subject e-education and information technology in Physics and in the fifth year, e-learning and Computer-aided Laboratory Work.

Given the rapid development of ICT technology, it may be better if those subjects would not be of the optional type.

In ICT-based subjects, students can develop some of the entrepreneurship competences, for example as defined by EntreComp [7] mobilizing resources and mobilizing others. They also get acquainted with ICT tools that can enhance motivation and the active role of students.

#### **6.2 Subjects in the field of physical experiments**

Because Science subjects require the development of experimental research skills and abilities, let us now look in which subjects' students of the Physics Teacher Program acquire the necessary competences for experimental work.

Subjects are spread across the entire study path. In the first year of the study, students have Physical Experiments 1, in the second year Physical Experiments 2, in the third year Physics Experiments 3 and Physical Experiments 4, and in fourth year Physical Measurements.

Students in these subjects refresh and extend their knowledge obtained from attending lectures, especially topics that are essential for the successful and correct execution of laboratory work. Students also acquire experience and laboratory skills that are essential for autonomous execution of demonstrative physics experiments. They learn how to use their theoretical and practical knowledge, as well as information offered from secondary sources to master problems that might occur during experimental work and report on their findings.

In the subject Physical experiments 1, students take laboratory work with topics from mechanics. Experiments are in the following topics: Kinematics, Dynamics, Hydrostatics, and Hydrodynamics [34].

In the subject Physical experiments 2, students take laboratory work in thermodynamics and electromagnetism. Experiments are done in the following topics: Clausius-Clapeyron equation, Thermal expansion, Ideal gas equation, Specific heat of metals and liquids, Heat of fusion, and Heat of vaporization [35].

In the subject Physical experiments 3, students take laboratory work in oscillations and waves and in wave and geometrical optics. Experiments are done in the following topics: Undamped and damped oscillations, forced oscillations and resonance, Electrical oscillation circuit, Traveling and standing waves, Lenses and mirrors, Systems of lenses, Diffraction and interference, Spectroscopy, and Blackbody radiation [36].

#### *Educational Technology at the Study Program of Educational Physics at the University… DOI: http://dx.doi.org/10.5772/intechopen.85081*

In the subject Physical Experiments, four students take laboratory work in the field of Modern Physics. Experiments are done in the following topics: Experiments with Roentgen rays, Experiments with microwaves, Franck-Hertz experiment, Photo-effect, Measurement of the Planck constant, Gaussian distribution, Measurement of the ideal gain of a heat engine, Diffusion of liquids, Magnetic resonance spectroscopy, Gamma ray spectroscopy, Michelson interferometer, Diffraction of beta rays in an electromagnetic field, and Absorption of beta and gamma rays [37].

In the subject Measurements in Physics, students acquire basic theoretical and practical knowledge in the field of measurements. Among the contents are the following topics: Description of the measurement of the scalar and vector quantities, Tensors and transfer function, feedback to the system, thermic noise. Basic electrical circuits, Measurement of the constant quantity, statistics, tests, least squares method, Respond of the system to the periodical disturbance, Measurement of the time and frequency, feedback loop, and standards, Sensors of displacement, and Temperature sensors [38].

Within described subjects, students develop entrepreneurship competences, which are reflected in creativity, valuing ideas, mobilizing resources, taking initiative and planning, and management skills. The development of entrepreneurship competences can be supported by the way experimental laboratory work is carried out. For example, instead of executing an experimental work step by step in accordance with instructions, we could only present to students what we want for them to measure or which information they have to obtain by experiment.

#### **6.3 Subjects in the field of didactics**

Students of the Physics teacher program learn about the possibilities of using a computer in the classroom with specific didactics subjects. The following didactics subject matter is linked indirectly to the study program on ICT and experimental work: Didactics of physics 1 with practicum; Didactics of physics 2 with practicum; Pedagogical practice for teaching physics 1; Pedagogical practice for teaching physics 2.

The objectives of these subjects are the acquisition of teaching experience in the development of Physics teacher skills and technology. In addition to the first experiences with lessons planning, students also learn about the possibilities of using ICT in the classroom and deepen their knowledge in the field of physical experimentation at school. Students develop skills of safe design, execution of experimental exercises, and competence in writing and verbal expression to the professional and lay audiences. They are able to prepare the self-developed practice exercise in a manner, which is suitable for its inclusion in the teaching of physics. They are skilled to execute measurements in various physical fields of school Physics and to use the computer with interface and sensors within these measurements.

Having thoroughly reviewed the study program, we can conclude that the young Physics teacher acquires enough knowledge to use ICT in class, especially in the field of experimental work. It goes without saying, however, that the educational program cannot provide all the competences needed by a young teacher for practical work. Certain competences can only be acquired through experience and additional training.

#### **7. Conclusions**

In Slovenia, several projects in the field of ICT were implemented at the national level [16, 17]. Upon the completion of all these projects, it was found that [2] the

use of ICT in the classroom in Slovenian schools is in accordance with the average use of ICT in classrooms of EU countries. In the final report of the survey of ICT in education prepared for the European Commission [12], Slovenia ranks among top countries regarding the percentage of students that are in digitally supportive schools, and have high access to ICT and high-speed Internet. Furthermore, the study indicates that Slovenia has the highest percentage of students that are taught by digitally supportive teachers. One of the main obstacles in some countries is insufficient ICT equipment [3, 6], which, regarding this study, cannot be true for Slovenia.

Several studies confirm [4, 24] that integration of ICT in education brings new opportunities and tools that improve the teaching and learning process. As Livingstone [18] points out, ICT enables mobilization of resources, collaborative learning, and can improve motivation and learning outcomes. The abilities of mobilization of resources and collaborative learning are in the EntreComp framework [7] two of entrepreneurship competences.

Besides mastering ICT, a teacher should be able to make sensible use of information technology in class. Education in the field of training Slovene teachers for the use of ICT was beyond the development phase of "basic training." Nevertheless, Gerlič [32] addressed shortcomings regarding some training programs of teachers which do not include contents of information and computer science. Nowadays, most training programs focus on the area of didactic use of ICT [8, 13].

The updated curricula in Slovenia recommend the use of ICT in the educational process. Teachers use ICT in teaching at their own discretion, depending on their knowledge and attitude to technology [14, 15, 24–26]. Sang et al. [27] shows that ICT integration in education correlates with teacher attitudes and beliefs, which is confirmed by the study of Jimoyiannis and Komis [28]. The Physics curriculum allows many opportunities for a meaningful integration of ICT into teaching [30, 31].

The modern Physics teacher needs to be well trained in the use of all kinds of educational technologies and ICT, particularly in the field of experimental work. It is therefore important for students, during their studies, to achieve adequate competences for appropriate use of ICT in teaching theoretical topics as well as in executing experiments. These competences are digital competence, mathematical competence, and basic competences in science and technology. In addition, we think during studies, students can work on various activities that lead to the development of entrepreneurship competences. One of such activities could be an innovative and smart use of ICT that results in increasing the time efficiency and improving learning outcomes at the same time. Furthermore, ICT provides development of other entrepreneurship competences such as mobilizing resources and others, financial and economic literacy, planning and management, working with others, and learning through experience.

Based on the study program review [33–38], we can conclude that the young Physics teachers acquire enough knowledge to use ICT in class and to do experimental work. Students have several mandatory subjects with ICT content, in which they acquire knowledge in the theoretical and practical field of ICT use in education and the teaching profession. In specialized didactics subjects, students learn about the different possibilities of the pedagogical use of ICT in class.

Because Science is primarily concerned with the development of experimental and research skills, students have many subjects in this field across the entire study course. In these subjects, students refresh and extend their knowledge obtained from attending lectures and also acquire experience and laboratory skills that are essential for autonomous execution of demonstrative physics experiments.

*Educational Technology at the Study Program of Educational Physics at the University… DOI: http://dx.doi.org/10.5772/intechopen.85081*

Of course, the educational program cannot provide all competences needed in practice by a young teacher. Certain competences can only be acquired by experience and additional training. The fact is that the teacher will have to regularly acquire new competences in the rapidly changing ICT field by consistently undergoing additional training. In this contribution, we present one example that is m-learning. With the rapid development of mobile technology over the past decade, most students have smartphones, but they use them more or less exclusively for entertainment. Despite the fact that smartphones are powerful devices, students do not consider using them for educational purpose. With a multitude of built-in sensors, a smartphone can easily become a measuring device for physics experiments. The teacher should be able to take advantage of all the potential that these devices possess in the educational process. In most schools, the use of smartphones is prohibited. In our opinion, the attitude toward the use of smartphones will have to change over time, if we want students to be prepared for life and use these devices sensibly.

Regardless of all the positive outcomes, we must be aware that excessive use of technology also brings negative consequences that are reflected in addiction, excessive stress, and abuse of information technology. But the fact remains that digital technology offers many benefits in education. We need to learn how to use it responsibly so that we can get the best out of technology and look after the mental health of both, the younger generation and ourselves.

#### **Acknowledgements**

This work was supported by financial support from the Ministry of Education, Science and Sport (project "Krepitev kompetence podjetnosti in spodbujanje prožnega prehajanja med izobraževanjem in okoljem v gimnazijah – PODVIG," translated: Strengthening the competence of entrepreneurship and promoting a flexible transition between education and the environment in gymnasiums).

This research was supported by the Slovenian Research Agency (Grant P1-0403).

#### **Conflict of interest**

The authors declare no conflict of interest.

#### **Author details**

Milan Svetec, Robert Repnik\*, Robi Arcet and Eva Klemenčič Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia

\*Address all correspondence to: robert.repnik@um.si

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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#### **Chapter 7**

## Endorsement of Individualized Instruction and Learning Performance through Mobile-Based Learning Management

*Anil Shukla and Kshama Pandey*

### **Abstract**

In the ever changing world, higher education demands to have a competitive and inspiring learning environment that facilitates technology enhancement to make m-learning easy and individualised to all. Mobile learning has a significant impact on learning environment shifting. M-learning makes easy individualised instructions that enhance learning performance of learners. Mobile-based learning management system (LMS) has the ability to deliver highly relevant, resources individualized for each child's learning style and other individualised needs. In this chapter, there is an attempt to discuss the various endeavours and significance of mobile-based learning management system. It also reflects how M-based LMS facilitates individualised instruction that enhances learning performance.

**Keywords:** mobile-based learning management system, individualised instruction, learning performance

### **1. Introduction**

The present scenario of the technology has changed world's learning pattern. After integration of communication-based technology into the classrooms, contemporary education has accelerated. With the growing acceptance of using mobile devices, m-learning has become significant in teaching and learning process. M-learning or mobile learning is learning across multiple contexts, through social and content interactions, using personal electronic devices. For distance education, m-learners use mobile device educational technology at their convenience.

M-learning services can be provided through the learning management systems (LMSs). With the mobile learning management system, many opportunities have been facilitated to advance course efficacy. After completion of courses, instructors can refer messages, reminders, homework, and some other supporting materials to students using mobile platforms.

This chapter focuses on the following objectives:

1.To study the meaning and concept of mobile based learning management system.


#### **2. Methodology of the study**

A descriptive survey method has been used. Thirty principals have been selected through the purposive sampling method from different teacher training institutes affiliated with MJP Rohilkhand University, Bareilly. Self-developed semi-structured interview has been employed to collect the data. Percentage analysis has been calculated for qualitative analysis. For theoretical background, the present study has been based on secondary data collected from articles, publications, and Websites.

#### **2.1 What is mobile-based LMS?**

For learning, an instructor uses LMS to deliver online courses and learning materials for learners. For management, an LMS helps instructor to organise and manage his students as well as the course itself through a mobile device. In teaching practices through mobile-based learning, a teacher educator can build and create their own cloud-based LMS with the help of any available LMS service providers. LMS can combine texts, videos, images, practice questions, assessment, and feedback.

In its first step, a teacher educator needs to create interactive learning content with the integrated Web authoring tool and publish as HTML5, which is supported on various smartphones and tablets. Then it is required to schedule and publish events on a site and allow the pupil teachers to register for the events from a mobile device. Hence, they may be able to browse events on a calendar or sort events by location.

#### **2.2 Significance of mobile-based LMS**

In this modern world, pupil teacher training needs to be easy and accessible. Learning management is the capacity to design pedagogic strategies that achieve learning outcomes for students [1]. The learning management concept was developed by Richard Smith of Central Queensland University (Australia) and is derived from architectural design (an artful arrangement of resources for definite ends) and is best rendered as design with intent. Typically, mobile responsive LMS has an ability to offer an innovative approach for teacher educators as well as pupil teachers to create and deliver e-lesson plans and also monitor their teaching and learning process and assess their overall performance and completion of the required courses.

Teacher educators can also create new topics, add comments, and share documents under existing topics within multiple learning forums. A learning management system may also provide pupil teachers with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums to reach their full potential. Discussions can rectify and enhance the learning experiences by enabling pupil to share their practices and insights with peers. Instructors can moderate the post to avoid unsolicited e-mails. Instructors should also create

*Endorsement of Individualized Instruction and Learning Performance through Mobile-Based… DOI: http://dx.doi.org/10.5772/intechopen.88152*

and manage pupil teachers' login account/profile and control what they should access on the mobile portal. Teacher educators can generate and deliver online quizzes or assessments comprising various question types to keep track of each learner's teaching and learning performance. It is the responsibility of each teacher educator to get feedback from pupil teachers. In this way, pupil teachers can also use LMS for their practice teaching in simulated mode through mobile. They have lot of opportunities to improve their new teaching skills by getting feedback from their peers and their instructors.

#### **2.3 Features of mobile-based learning management system**


#### **3. Mobile-based LMS and individualized instruction**

In previous days of the one-size-fits-all curriculum, today's schools are becoming diverse. Many teachers find that their class rooms are populated by English language learners, gifted students, students with disabilities, and students who are culturally diverse [2]. Teacher educators observe that only a minor subgroup of any class was acquainting the resources they presented. Hence, one of the utmost benefits of using technology in classrooms is the ability to deliver highly relevant, pertinent resources individualized for each child's learning style and other individualised needs. Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning.

Mobile learning has a characteristic of not being dependent on time and space [3]. Properly, the use of a mobile-based LMS has potential to allow teacher educators to help each pupil teacher to develop their own pace of instruction. Mobilebased LMS can create an effective system of individualized instruction that is reasonable, replicable, and accessible. A mobile-based LMS makes learning stressfree for teacher educators to involve pupil teachers' at all different levels. Pupil teachers can open their own learning folders and access individualised, higher level lesson units.

#### **3.1 What is individualized instruction?**

Learners are very different in their academic needs, backgrounds, and abilities. For this motive, it is imperative to come across them where they are so that we can make best use of their learning potential. One way to do this is to utilize individualized instruction.

Individualized instruction refers to the practice of strategies, resources, and assessments to meet the necessities of one particular learner. It makes sure that a scholar is receiving the appropriate guidance, flexibility, and learning support to magnify opportunities for academic progression. A learner's profile gives educator information that shows both a learner's strengths and weaknesses.

#### **3.2 Purposes of individualized instruction strategy**

Individualised instruction is based on the assumption that every individual has specific needs, and therefore, it involves different tasks for each learner and supports at individual level. Individualized instruction incorporates such teaching strategies that connect with individual student's learning strategies. The ultimate goal is to facilitate a learning environment that will make best use of the potential for student success. Individualised learning has following purposes:


*Endorsement of Individualized Instruction and Learning Performance through Mobile-Based… DOI: http://dx.doi.org/10.5772/intechopen.88152*

They usually note down what they comprehend and are frequently recorded in their own words. So, this supports them to keep in mind the information for an elongated period of time.

• **Importance is given to a learner as a specific not as group, class, and so on**: the strategy is more related to how much a particular pupil teacher is capable to learn, retain, and his or her achievement not as a group, class, and team. According to the present education scenario, 'no child is left behind' so it is important for a pupil teacher to keep attention on a child as an individual.

#### **3.3 Impact of mobile-based learning management systems on learning performance**

New communication technology, particularly LMSL, is assumed to be effective in boosting interaction between the pupil teacher and the learner, and refining learning performance. MLMS may vary as per need and requirements of learner and learning environment. But it has some common features and purposes. A good MLMS can improve learning performance of a pupil teacher in different ways as follows:


#### **3.4 Mobile-based learning performance**

Mobiles with their increasing usage have created a learning culture that fits the pressure-filled environment of modern, hi-tech, fast-paced workplaces. Individualised learning is gradually recommended as an effectual approach for raising learners' inquisitiveness and motivation. It supports learners to advance their ability to work anywhere and anytime, and an unpredictable environment makes them more critical thinkers and curious learners. Although mobile technology is a suitable support for this learning process, there is a need of practical strategies for educational practitioners' who can impart mobile learning as a tool to improve learning performance among learners. Integrating performance-centred learning and m-learning, results in a performance-centred mobile learning (PML) approach, in which students receive performance support via a mobile device (Mileva), mobile-based individualised instructions have following ubiquitous potentials:


#### **4. Obligatory teaching skills with MLMS**

Teaching is a type of communication process, may it be verbal or nonverbal. In this process, the communication should be clear and accurate. A teacher educator

#### *Endorsement of Individualized Instruction and Learning Performance through Mobile-Based… DOI: http://dx.doi.org/10.5772/intechopen.88152*

adapts various ways of teaching according to the needs of pupils. In this digital world, maximum educators possess the digital skills desirable to function in academic life. There are the basics such as managing the e-mails, using the learning management system (LMS), and uploading papers to plagiarism checkers, among others. Yet some faculties still struggle with basic LMS functions [4].

The rapid penetration of mobile-based learning into our learning environment creates challenges both for teacher educators and pupil teachers to face. The skill level needed to be updated with the changes in technology is expanding. The working modes of teacher educators have been transformed since the introduction of learning management systems (LMS). Whether courses are taught entirely online or whether a blended approach is used, most university instructors must design and develop online materials, and create and maintain course Websites [5], and LMSs have become the predominant means of communication with students for many instructors. Some important features of a mobile-based LMS include: grading, discussion forums, online assessment, plagiarism checkers, community portals, posting and uploading of assignments, and tracking of usage statistics.

A pupil teacher, therefore, is able to work with mobile-based learning management system. They should also be able to create an appropriate learning environment, and evaluate the performance of the students accordingly. They should learn how to create courses within the mobile-based learning management system. They should have opportunity to post assignments, monitor learners' progress and work, and post content (video, documents, links and more) and to flip their class-rooms. Mobile-based LMS includes some inbuilt applications like word processor; spread sheet and slide show presentations that allow the creation of different course content and various assessment tools. Thus, pupil teachers learn and practise all these skills, to make their teaching effective.

#### **4.1 Results and discussion**


Findings concluded through interview revealed that LMs is positively related with individualised instruction and learning performance. Results are shown in **Table 1**.

**Table 1.** *Types of LMS.*

Results revealed that administrators have positive approach towards LMS. They supposed that LMS has a great potential to enhance techno-centric learning environment. LMS can improve entire learning environment but need to update pedagogy and instructional approach as per learners' demand. Therefore, it is imperative to develop mobile-based pedagogy and teaching skills so that learners, educators, and administrators can be benefitted from mobile-based learning management system. On the bases of findings, some considerations have been discussed here with reference to mobile-based teaching skills and LMS.

#### **4.2 Refining mobile-based teaching skills with learning management system**

Time is shifting fast and technology is crossing ahead even quicker. Today's pupil teachers are tech-savvy. They like visuals, colours, animation, and real-life videos. The introduction of mobile learning has given a new height to learning in the field of teacher education. They can now better assimilate new knowledge through mobile apps, which are known to be more operative in keeping active interest even in the most boring topics. One smart feature of mobile based LMS that make convenience of recording a lesson taught in a class, develop quizzes, etc. and then sharing it with other sections of the school. If a student has been absent for a particular lecture, he/she can conveniently watch the lecture video and complete his notes later, without depending on his classmates.

There are many ways, in which teaching practice of pupil teachers is carried out. And if, the practice teaching of pupil teachers is done, with the help of mobilebased LMS (learning management system), then, it could positively enhance the teaching skills of pupil teachers.

During teaching practice, the teachers are pupil teachers; they are laying their foundation to become teachers. And if, from the very beginning, we contribute in enhancing their teaching skills, with the help of mobile-based learning management system, then it would lead to a line of good and effective teachers.

With mobile learning management system, pupil teachers can get connected to its fellow pupil teachers, and all together can work on each other's strength and weakness, leading to their improvement of teaching skills. In practice teaching, pupil teachers traditionally observe the other pupil teacher and give various suggestions; in mobile-based learning management system, suggestions can be given through while connecting to each other.

Thus, mobile-based learning management system can be helpful in enhancing the teaching skills of pupil teachers.

#### **4.3 Dimensions of mobile-based teaching skills**

One of the most neglected areas of m-learning is the digital skills of teacher educators. Like face-to-face teaching learning process, mobile-based teaching needs a strong formation in content, instruction, and assessment. But since they are teaching using the technology, they also need formation in other areas (managing online learners and technology skills). These areas include:

• **M-content knowledge**: in mobile-based learning, teacher educators must know their content and must know how to help learners develop an understanding of content in a learning environment. Often, it assumes that all m-learning is a self-study process in which content assists as instructive materials and that learners can learn key content concepts on their specific way simply by watching a video or reading text. In such an environment, m-instructors emphasise on communication, record keeping, and administrative tasks.

*Endorsement of Individualized Instruction and Learning Performance through Mobile-Based… DOI: http://dx.doi.org/10.5772/intechopen.88152*

They also need to have content knowledge, but most of all, they need to know how to help learners develop a deep understanding of m-content and know how to use m-content through individualised instructional strategies in a technology-mediated environment.

• **Blend pedagogy, individualised instruction, technology, and content**: M-learning is usually skirmish to find well-qualified instructors who understand how the individualised instruction, intersection of technology, pedagogy, and content can deliver meaningful learning experiences for pupil teachers; who reveal skills of self-regulation that enhance their efficacy as m-facilitator; and who understand the importance of and have the skills to provide active facilitation and technology-mediated support [6].

M-facilitator also knows to modify the individualised instructional practices and pedagogical techniques for the m-learning environment. Teacher educators should prepare m-learning facilitator (pupil teacher) to teach in the medium in which they will instruct.

Medium-based individualised instruction (i.e. training online instructors to teach online via an online program) can help pupil teachers develop the necessary skills to foster interaction and communication with and between learners during practice teaching through m-learning. M-facilitator should also know how to implement telecommunication tools in support of individualised instructional method that can enhance pupil teachers' knowledge acquisition.

M-learner and facilitator can blend pedagogy, individualised instruction, and curriculum as per need and requirement of m-learning environment. M-facilitator has also the required skills as online instructor. Burns (2013) also states that introduce online instructors to frameworks of knowledge, such as technological pedagogical content knowledge, which emphasize connections among technologies, curriculum content, and specific pedagogical approaches so that instructors can blend technology, pedagogy, and content to produce effective, discipline-based teaching via technology.

• **Create an online presence**: in m-learning environment, the facilitators demonstrate a vigorous and multidimensional role. They should be well aware of innovation in the field of m-learning. They should also take care of novices and potentially disorienting experience. Facilitator should ensure the presence of learners in online learning environment. Facilitators must work to establish a welcoming presence, set a tone that encourages reflection and inquiry, broaden and deepen online communication, assess both individual and group learning and interactions, make critical judgments about whether and how well participants are gaining content-specific knowledge, encourage those who fall behind in posting, know when and when not to intervene, and summarize participant learning [6].

Teacher educators should provide robust and skilled assistance of knowledge for their pupil teachers and make them able to manage their content as they required. They are also responsible to facilitate them in m-learning process, especially when learners are new in m-learning.

• **Energetic communication skills**: online discussion through m-learning provides a platform for individual learners to come into a collaborative learning community. Without such discussions, the learning opportunity becomes a solo endeavour, and opportunities for deeper learning are lost [6]. Instructors can provide various opportunities for pupil teachers to sharp their online

communication skills. They can also suggest those best learning strategies for online participation. Instructors can become a bridge between the learner and the virtual world.

• **Ability to manage learners (in online classes)**: M-learner should know to the complete his task independently and regulate his time and learning style. He should also learn to work in an open environment. It is the responsibility of teacher educators to motivate their learners, assist with counselling, offer justin-time support, assess and monitor their performance, and provide individualised instruction to improve learning performance and teaching skill.

M-instructors need to offer adequate support and facilitation via the technology available (computer, mobile phone, tablets, laptop, e-mail, etc.) on an on-going basis. This assistance makes them intuitive and develops interest to learn and explore new knowledge.

#### **4.4 Requisite of mobile-based LMS and teaching skills**

Mobile-based LMS has been required to associate some of the issues with m-learning as given below:


#### **4.5 Mobile-based LMS and teaching skills**

Mobile learning has long been applied in the teaching and learning processes with promising advantages. Utilizing the right combination of mobile learning features influences the students' learning approach, increases their interest, enhances their performance, and affects the learning environments. MLMS can develop communication skills. It is a pivotal teaching skill. Mobile-based LMS fosters communication skills among learners. This may include discussion forums, realtime messaging, videoconferencing, e-mail, and announcement posts. The second teaching feature is accessibility. MLMS allows students to access their assignments and course content from home. Additionally, the technology promotes globalization with open, flexible learning environments. So it may be concluded that teaching MLMS has the capacity to learn without border.

Learning management systems permit teachers and pupil teachers to post supplementary content and resources to enrich the curriculum, providing learning opportunities without the constraint of classroom schedules or limited class time. Pupil teachers also regulate their teaching skills across the practice teaching.

Mobile-based LMS develop the flexibility in teaching and learning among pupil teachers, because they learn at different rates, and mobile-based learning management systems offer the flexibility needed to meet their distinctive learning needs. Pupil teachers can revert and review content as needed, or spend additional time researching a topic of interest. This self-directed learning makes them self-regulatory, and pupil teachers can develop more control over their practice teaching.

*Endorsement of Individualized Instruction and Learning Performance through Mobile-Based… DOI: http://dx.doi.org/10.5772/intechopen.88152*

#### **4.6 Future prospects of mobile-based learning management system with reference to pupil teachers**

With regard to access to computers, large-scale one-to-one computing programs have been implemented in many countries globally, such that elementary- and middle-school students and their teacher educators have their own mobile devices. In addition, in terms of promoting innovation in education via information technology, not only does mobile computing support traditional lecture-style teaching, but through convenient information gathering and sharing, it can also promote innovative teaching methods such as cooperative learning, exploratory learning outside the classroom, and game-based learning. Therefore, mobile technologies have great potential for facilitating more innovative educational methods. Simultaneously, these patterns in educational methods will likely not only help subject content learning but may also facilitate the development of communication, problemsolving, creativity, and other high-level skills among students.

Thus, mobile-based learning management system can be helpful in enhancing the individualised instruction, learning performance, and teaching skills of pupil teachers.

#### **Author details**

Anil Shukla1 and Kshama Pandey2 \*

1 M.J.P. Rohilkhand University, Bareilly, Uttar Pradesh, India

2 Department of B.Ed./M.Ed., Faculty of Education, M.J.P. Rohilkhand University, Bareilly, Uttar Pradesh, India

\*Address all correspondence to: kshamasoham@gmail.com

© 2020 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

#### **References**

[1] Galbraith and Comp. Learning management. 2018. Available from: http://www.galbraithco.com/ index.php/about/competencies/ item/7-learning-management

[2] Voltz D, Sims MJ, Nelson B. Connecting Teachers, Students, and Standards. North Beauregard St. Alexandria: ASCD; 2010

[3] Nurhayati OW, Teguh M. Mobilebased learning design with android development tools. 2014. Available from: https://ieeexplore.ieee.org/ abstract/document/7065742/

[4] Straumsheim C, Jaschik S, Lederman D. 2015 survey of faculty attitudes on technology (Rep.). Gallup and Inside Higher Ed. 2015. Available from: https://www.insidehighered.com/ audio/2015/11/12/2015-survey-facultyattitudes-technology

[5] Zastrocky M, Harris M, Lowendahl J-M. E-learning for higher education: Course management systems. Gartner, Inc. 2007

[6] Burns M. Distance education for teacher training: Modes, models and methods. 2011. Available from: http:// go.edc.org/07xd

### *Edited by Fahriye Altlnay*

This book has three sections on the role of technology in education. The first section covers the merits of online learning and environment. The second section of the book gives insight on new technologies in learning and teaching. The third section of the book underlines the importance of new tendencies for the technology in education. I have a firm belief that readers can find great insights on the role of technology in education from different reflections and research.

Published in London, UK © 2020 IntechOpen © Carlos Febres-3D / iStock

The Role of Technology in Education

The Role of

Technology in Education

*Edited by Fahriye Altlnay*