Attitudes towards Using Mobile Applications in Teaching Mathematics in Open Learning Systems

By Al-Takhyneh, Bahjat | International Journal of E-Learning & Distance Education, January 1, 2018 | Go to article overview

Attitudes towards Using Mobile Applications in Teaching Mathematics in Open Learning Systems


Al-Takhyneh, Bahjat, International Journal of E-Learning & Distance Education


Introduction

Today's educational systems seek to integrate technology in education through computerized programs, and increase teachers' awareness of the proliferation of computerized and mobile applications in teaching.

One of the most important challenges facing pre-service teachers is lack of training to use technology in teaching, specifically in the domain of mobile applications in terms of their diverse applications that provide immediately accessible learning opportunities, shortening temporal and spatial distances between the learner and the institution, and saving time, effort and money for both learners and teachers.

The systems of educational institutions adopting open learning combine traditional and distance learning in terms of providing sources of learning and an educational environment that keeps abreast of developments, as well as the traditional obstacles to pre-service teachers' ability to directly and indirectly communicate with trainers.

Mathematics is one of the most important topics in the field of education, where students develop the ability to think, solve problems, and develop the skills of arithmetic and engineering principles, analysis, induction, and the use of mathematical rules in various areas of knowledge, such as trade, technology, engineering and other natural sciences.

Therefore, it is necessary to provide learning environments that help pre-service teachers to learn mathematics and teaching strategies in an interesting and skillful way, such that teachers acquires an understanding of the concepts of mathematics and master related skills and the ability to extrapolate and apply principles in a creative new ways.

The National Council of Teachers of Mathematics in the United States emphasizes the importance of using technology in mathematics education (NCTM, 2000).Technology can support effective mathematics teaching and learning, help use various sensibilities, approximate abstract concepts through simulations, and link mathematical information with students, providing direct sensory experiences (NCTM, 2000).

The development of Information and Communication Technologies (ICT) and the spread of digital tools and skills among schools and university has led to the emergence of new forms of education delivery. Today, the proliferation of wireless technologies is leading to growth in Mobile Learning Systems or Mobile Learning (Al-Hamami, 2006).

Abdul Ghafoor (2012) points out that mobile technology can facilitate learning environments and create opportunities for learners, enabling them to access knowledge and learning, as if they were on the campus, and the aims can be achieved easily and rapidly.

Mobile learning is a real and practical translation of the philosophy of distance learning, based on expanding educational opportunities for learners by achieving flexibility of learning and interaction with the teacher at anytime and anywhere. The learners are able to follows their learning according to their abilities and speed of learning. Self-learning, and mobile learning is a pattern of e-learning. It is based on interactive communication between teachers and learners (Bader, 2012).

The main difference between e-learning and mobile learning is that in e-learning study is done by using the computer in the classroom, or the lab or even at home, but in mobile learning, the study occurs in any place and any time where the learner under the guidance of the teacher (Al-Hadi, 2011). In this regard, institutions of higher education have been interested in the capacity of mobile learning to provide access to various educational services anywhere, regardless of time or location.

There are two basic types of learning through mobile applications: educational services (pedagogical services) such as teaching and learning materials and activities, and administrative services such as registration (Zaza, 2013).

Mobile learning approaches are based on a social constructivist theory of technological learning. …

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