Smartphones in Education: Delivering Skills for Students in the 21st Century

“Smartphones in Education: Delivering Skills

for Students in the 21st Century”

DEVC 290

Special Problem

By: Cruz, Maria Victoria

Smartphones in Education Cruz, Maria Victoria

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Abstract This research explores the benefits of smartphone-‐enabled curriculum and its

importance in the development of skills that students must possess to thrive in 21st

century. The study draws upon discussion among secondary three pupils of The

Convent of Holy Infant Jesus (CHIJ), an all-‐girls school in Singapore. The study found

that smartphones with learning applications has a huge potential to support

students learning. Use of the device provides students with the opportunity to

develop or enhance their communication, collaboration, creativity and critical

thinking skills. Such skills are necessary for them to possess in order to thrive and

succeed in this world of knowledge and information. The paper calls for a

restructure in our education system. It must be redesigned in such a way that it

appropriately meets the needs of today’s learners.

Introduction

‘The value of deploying mobile technologies in the service of

learning is both self-‐evident and unavoidable. It requires a

little extra effort for students or learners to adopt mobile

phones in learning.” Wagner (2005).

Technology has dramatically changed the way people live. Today’s societies are

constantly changing and running at a more rapid pace. There is a strong need to be

more competitive given the huge opportunities, risks, diverse workplaces and

communities. These are attributed to how technology and information have

conquered and driven people and their environment. Thus, there is a need for more


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people to learn how to survive and thrive in such a way that their knowledge and

skills strategically measure up to this new world of innovation, referred to as the

21st century.

Traditionally, labor and capital were the main engines of development. Today, both

knowledge and skills are essential to power an information-‐based and technology-‐

driven economy. How can we produce people who can succeed in this era? We

begin by focusing on today’s students. The 21st century education and students play

a significant role to see a nation progress.

Today’s learners need to acquire the knowledge, skills and attributes that are

essential to better position themselves in this new world. This paper will present

the big potential of the smartphone, an advanced technological device, in the

development of competent skills essential for students of today. This study was

designed to determine the benefits and importance of smartphone-‐enabled

curriculum in helping students succeed in this 21st century. The paper aims to:

• To elicit students’ perspectives, opinions and ideas on how the smartphone is

used in classes and how it benefits them in terms of knowledge and skills

acquisition.

• To determine how students today differ from students of past generations

and understand these students’ needs in a way to best meet them.


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Skills Framework for the 21st Century Learning

The Partnership for 21st Century Skills is a national organization that advocates the

need for today’s learners to be more highly skilled and competitive. They have

identified the necessary skills critical for students to possess and ensure their

success as citizens and workers:

• Critical Thinking & Problem Solving. Students need to approach the modern

world with both brains (right and left). Global issues and problems are expected

to grow even more complex; hence, a demand for active thinking of solutions

and alternatives. Given the wide availability of information – on the web, in the

media, in homes, workplaces and everywhere else, students need to learn to

make reasoned decisions and take more purposeful actions.

• Creativity and Innovation. People with the ability to create new and

worthwhile ideas, gain new perspectives, imagine new scenarios and think

unconventionally are very crucial to any of today’s businesses or organizations.

• Communication & Collaboration. We live in diverse and multinational

communities where competition is a way of life, thus a need to understand

everyone’s needs across the globe. There is a need to emphasize development of

written and oral communication skills.

• Information, Media and Technical Skills. Students need to display a range of

functional and critical skills related to navigation of information, exploration of


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media and technology. Given a vast ocean of data, students need to learn how to

transform data to relevant information and create it into purposeful knowledge.

Smartphone Potential The smartphone is probably one of the best inventions in the world. Today, a vast

majority of people including students carries this device that packs powerful

computer technology in handheld size. Moreover, such technological device

provides personal performance improvement.

A number of research surveys indicate a projection of rapid growth in the number of

smartphone users, by which a billion units will be sold in 2015. Below are some

more main factors that potentially make smartphones a powerful networked

learning environment:

• Ubiquity – The device’s hand-‐held size yet powerful computing abilities

allows everyone to bring it anywhere with them.

• Instant gratification – Instant messages and information needed by student

are on hand and just a few clicks away.

• Multi-‐functionality – Other than smartphone’s ability to make and receive

phone calls and messages. It has applications and features such as e-‐mail,

calendar, video, camera, etc.

• Connectivity – Smartphone offers a faster Wireless Fidelity (Wi-‐Fi)

connection than any other cellular networks.

• Efficiency – It increases efficiency and productivity of students. They spend

less time accomplishing learning tasks using the device.


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Through smartphones, learners are able to easily access relevant information

anytime and anywhere. It offers convenience in learning to students; providing a

venue of easier communication and interaction between learners, co-‐learners and

their instructors.

Singapore as an Ideal Nation

Singapore is one of the most technology-‐driven countries in the world. Based on a

research study released by Nielsen, the country has the highest smartphone

ownership in the Asia Pacific region. According to Mobile Marketing Association

(MMA), its mobile phone penetration rate reaches to 148.9% of which 88% are

smartphone subscriptions. Old citizens, professionals and even students are using

such technology.

Given the ubiquity of smartphones in the country, the government encourages its

schools to integrate such device with learning applications in their class curriculum.

The government believes in the potential of the device in transforming students’

learning therefore help them enable to power an information-‐based society.

The goal to enrich and transform the country’s traditional learning environment to

the 21st century classroom is part of the country’s strategic master plan for ICT in

education. It started in 1997 and is now on its third and final phase. Self-‐directed

learning (SDL) is one of the key concepts of this third master plan. Singapore

realizes that today’s learners must possess new set of skills and values essential to


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thrive in the 21st century environment and integrating a technological device in

their learning curriculum will help meet the goal (MOE, 2008).

“A nation’s wealth in the 21st century will depend on the capacity of its people to learn.” Singapore’s Former Prime Minister, Goh Chok Tong

Engaging the Millennial Learners

According to Historians Neil Howe and William Strauss, today’s generation of

learners, referred to as ‘millennial learners’ -‐ have unique preferences in learning,

attributed to the technological and economic implications of the Internet. It is

generally accepted that millennial learners are those born between 1982 and 2004.

They have unique attitudes, behaviors, learning preferences and approaches that

widely differ from those past generations. Since they are more experiential and

exploratory, there is a need to provide them with a variety of learning methods and

an environment to help them perform better in class (Howe & Strauss, 2000).

Restructuring Education System for the 21st Century

What the education system needs is a new framework for the development of such

essential skills, values and competencies for our millennial learners. Such

framework offers learners enhanced critical thinking, information and

communication skills, creativity and resilience to be able to compete under this


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global economy. The education system needs to be redesigned in such a way that it

will appropriately meet the needs of students today.

Contextual Lifelong Learning (COLL) & Self-‐Regulated Learning (SRL)

Gut and Wan (2011), observed and stated that formal education is no longer

sufficient in the modern world. The existing formal education system focuses only

on acquisition of knowledge and not so much on the development of skills. It needs

to adopt variety in methods of learning. Moreover, students’ basic skills that are

developed from traditional classrooms are no longer sufficient in this era of literacy.

A nationwide poll of registered voters in the United States reveals that a majority of

Americans believe that students skills needed 20 years ago are different from those

needed now to help them prepare for the 21st century jobs (The Partnership for the

21st Century Skills, 2007).

Basically, a formal education can no longer provide students with the knowledge

and skills they need to succeed. Cross (2005) mentioned that only twenty percent of

skills needed in a job is acquired from formal education. People therefore need to

continually enhance their skills and drive their professional development to be able

to address immediate complicated problems; thus, a need to develop contextual

lifelong learning (Sharples, 2000).

The Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT,

2000) stated:


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“In order to create an enriching and dynamic society in the 21st century, it is

vital to form a lifelong learning society in which people can freely choose

learning opportunities at any time during their lives and in which proper

recognition is accorded to those learning achievements.”

Elwa (2001–2003) states that The European Commission has defined lifelong

learning as:

All purposeful learning activity, undertaken on an ongoing basis with the aim

of improving knowledge, skills and competence.

Scanlon, Jones and Waycott (2005) emphasize the pedagogical potential of mobile

technology to create an opportunity for learning on the move. Informal learning is

learning that is not confined nor restricted to a classroom or formal setting; learners

have control over their own learning. This is what is referred to as self-‐regulated

learning (SRL). SRL allows for an informal setting that offer students freedom to

learn on their own, at their own pace. This has been found to motivate students

better; it also allows them to more actively participate as they enjoy learning

naturally. Livingston (2000) states that informal learning is an effective means of

acquiring both knowledge and skills. In addition, students who actively participate

in class are more able to sustain their interest and curiosity in learning (Koh and

Looi, 2010).

(Gibbons, 2002) states that in self-‐directed learning (SDL), the learner takes the

initiative and responsibility for what occurs. Learners select, manage, and assess


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their own learning activities, which can be pursued at any time, in any place,

through any means, at any age. Teaching emphasizes SDL skills, processes, and

systems rather than content coverage and tests. For the individual, SDL involves

initiating personal challenge activities and developing personal qualities to pursue

them successfully. Furthermore, self-‐directed learning potentially leads learners to

higher academic achievement (Zimmerman, 1989).

Winnie, et al. (2006) suggested in a study that mobile technologies help students

develop better learning strategies and regulate their own learning process.

Hammond (2006) describes in her study that students are most successful when

they are taught how to learn as well as what to learn. Using modern technology for

lifelong and self-‐regulated learning is an effective instructional approach to develop

learners’ cognitive skills and competencies.

Theoretical Framework

The “Self-‐Regulated Learning Theory” (SRL) and the Heutagogy or “A Child of

Complexity Theory” are the two learning theories applied in this study. These two

theories are believed to define the characteristics of 21st century education.

Barry Zimmerman is a distinguished professor emeritus of educational psychology

who pioneered the SRL theory. In the academic context, self-‐regulation is an

approach where students exercise their own skills, manage motivations and adopt

strategies in order to achieve more. Such refer to learners’ self-‐generated thoughts,


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ideas and feelings. Zimmerman stated that as students grow and progress, they also

need to take greater responsibility for their own learning. SRL theory emphasizes

students’ ability to have control and accountability over their own learning. This

helps students to become more self-‐reflective and evaluative.

Heutagogy is another theory applied to this study. Chris Kenyon and Stewart Hase

introduced this recent theory, which is an approach to learning that emphasizes

student self-‐directedness in information discovery. It refers to the concept of self-‐

determined learning, which means that people inherently know how to learn.

The advent of modern technology and outburst of information have caused rapid

change in our society. With this transformation in society, a more innovative

approach to learning is essential. It is believed that such two theories are

appropriate to the needs of learners in this 21st century.

Methodology

The study applied a qualitative research approach using Focus Group Discussion

(FGD). Four groups of students, with each group having three or four members,

participated in the discussion. The participants are secondary three pupils of

Convent of the Holy Infant Jesus (CHIJ), an all-‐girls school in Singapore, which

recently started integrating smartphones and other electronic media devices in its

curriculum. The girls are aged 15 to 16 years old and are all smartphone users.

Informal group discussions and face-‐to-‐face interviews were conducted using open-‐


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ended probe questions (Appendix). The discussion was conducted during a school

holiday when some secondary three pupils were gathered in school for group exam

review. The interview was held in the school canteen and discussion lasted for 30-‐

40 minutes per group. Responses from interviews were transcribed and interview

transcripts were analyzed using “open coding.”

An informal interview was also conducted with a primary school teacher in

Singapore. The interviewee allows in class the use of YouTube videos via

smartphone to show students visual presentations of some topics for discussions.

Peer-‐reviewed research articles from the e-‐resources of the National Library of

Singapore were also used to gather other relevant data and information. An

extensive information search from books and other related literature reviews were

rigorously analyzed. It also entails complex reasoning and focus on the context for

the data to be meaningfully interpreted.

Results & Discussion

This section analyzes the results and findings from the focus group discussions. The

pupils were able to provide the researcher with significant information related to

the study topic. It discusses the benefits of smartphone and its importance in the

development of essential skills for students to thrive in this 21st century.


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All secondary three pupils from CHIJ use smartphones in their class learning.

Biology, English and Mathematics are the subjects where such technology is

integrated in lessons. The school allows their pupils to bring such device subject to

rules and restrictions on the use of such technology inside the classroom. There are

closets provided for each student to keep their smartphone when not in use in class.

The school’s wireless network (Wi-‐Fi) is accessible to students only during school

hours.

How are the Students Today?

The researcher asked the pupils to describe themselves as students and contrast

themselves against students of previous generations. Below is a table that shows

significant or dominant responses from the participants:

Description Detail

More inquisitive and smarter • So many things to learn and many answers available

• Schools want students to have holistic education

Hard-‐working • Education is a must • Studies is the only way to survive

Competitive • Higher expectation from both parents and teachers

• Need to compete to be valued and accepted

Stressed and Tired • School wants students to learn so much

• A need to hear and know so many things around


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• Need to meet expectations

Techy / Savvy • Must be well-‐rounded person • Must adapt to changing technology

and environment

Independent • Must work on own, not dependent on teachers nor parents or tutors at all time

• Must constantly work on own assignments and tasks even when parents or teachers are not around

• Students can and will find answers

Millennial learners indeed have unique attitudes and behaviors, learning

preferences and approaches. Most of the participants describe themselves as

stressed and tired students. Singapore is a nation with a very competitive

environment. The society and even the educational system move at a very fast pace.

The government emphasizes academic performance; thus, students work and strive

hard for high academic achievements and competition. Smartphone is a very

effective technology that students use in support to working on their projects, and

assignments and meeting their deadlines in school. Stress in accomplishing all

learning tasks is alleviated when they have the information and materials on hand

provided by such technology. A less stressful environment will better help students

learn and acquire knowledge and skills.

Moreover, students find themselves to be more inquisitive and smarter. They enjoy

and are more inspired and interested to learn given the wealth of available

information. However, they feel the need to gain more knowledge. Smartphones can


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indeed provide huge variety of knowledge in just a click or tap. Not only does it

provide knowledge; given a vast ocean of information, it helps students to apply

critical thinking in order to identify valid or reliable information.

Furthermore, today’s students’ main interest revolves around multimedia

technology. Information, media and technical skilled people are crucial to run a

business. Our society driven technology calls for people who are willing to explore

on technologies. Smartphone provides a variety of applications that students can

technically explore and traverse therefore, developing their creativity and

innovative skills.

The need for students to be hardworking to meet the school and societies’

expectations compels them to work on things independently. Situations provide

them opportunities to attain things on their own. Smartphone provides self-‐

directed learning, helps and supports students in search for problems solutions,

further thoughts and ideas thus, not suppressing their creativity.

How is Smartphone Used in their Learning?

The participant pupils were asked of the ways they use smartphone in classes. The

table below shows their responses on the features or services that the technology

provides in support to their learning:


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Smartphone Features/Services Function/Use

Edmodo, Socrative (learning applications) • Post teachers’ instructional videos, links or photos

• Post assigned quizzes, assignments and other random information related to topic discussions

• Post students’ comments and other replies to teachers’ posts

Short messaging service (SMS) &

Electronic mail (e-‐mail), WhatsApp

messenger

• Post teacher’s updates, reminders and assignments

• Post school and class announcements

• Set appointments with teachers for any questions or clarifications on related topic discussions

Dictionary/Thesaurus Application • Reference used when writing compositions

Video Recording & Camera • Projects and assignments

Web browser and Internet search engine • Research projects and assignments

Edmodo Learning Application Socrative Learning Application

The above smartphone features and services provide tremendous support in

students’ learning. The students can freely post questions, answers and comments

on related topic discussions using available learning applications like Edmodo,


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Socrative and even the popular WhatsApp messenger. Normally, there are class

recitations where teachers would throw in questions and students are expected to

raise hands and provide answers. The smartphone is the teacher’s newest platform

to engage students and gain an indication of how well they have grasped the lessons.

It provides students an opportunity to freely and confidently convey answers, ideas

and opinions related to class topic discussions. Students are able to contribute and

participate more when they do not have to speak up in class, as some pupils

discussed fear of wrong answers and embarrassment when they do so. Although

they are still expected to write their replies in a formal manner, most of the pupils

said they find it more comfortable that they do not have to face their teachers when

doing so. They find such form of learning to be less formal compared to the usual

recitation in a classroom setting. In addition, not only are pupils given more

opportunity to work together and learn from various perspectives, they become

more open to huge variety of shared ideas and learning. They find themselves

providing support to one another. Other smartphone services like short messaging

service (SMS) and email also provide easier communication and efficient

coordination between students and teachers. Prompt replies allow both students

and teachers to save a lot of time. Everyone is more accessible or can be mostly

reached anytime, even during weekends and school holidays.

Students use the smartphone web browser and Internet search engines to search for

answers to their assignments. “Not all answers can be found in our textbooks,”

according to one student. Before, there were only books and textbooks to refer to; in

the present, the Internet provides students information just “one click away.” Search


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engines like Google are widely used as gateways to a multitude of information

resources. In addition, the Internet also makes available videos and news updates.

Such features of smartphone provide them with easy access to an immense wealth

of information and knowledge, anytime and anywhere.

Students also find other smartphone features like camera photography, voice and

video recording to be very useful especially when it comes to making projects.

Creating projects that required photography and recording used to require students

to have access to expensive and bulky equipment; now, they only need to use their

own smartphone. This helps them create projects more effectively and efficiently.

Applications that provide online references such as dictionary and thesaurus

functionality are also used in class. These resources are regularly updated by the

companies that produce them, saving students from the expense of buying updated

materials and the burden of carrying heavy books.

How Are Skills Developed?

The pupils were presented with the list of skills identified by The Partnership for

21st Century Skills. Together, they identified which of these skills they were able to

develop using the smartphone as learning support. Initially, participants seemed to

have a hard time furnishing answers. They all mentioned that smartphones mainly

provide them support in learning. A few students, however, specified critical

thinking, communication and collaboration. Others even mentioned that personal

values like respect and politeness are also enhanced.


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The smartphone-‐enabled curriculum enhances critical thinking because it

promotes independent learning. Students learn to think and manage tasks on their

own. As quizzes, assignments, projects and even random questions on topics are

sent and posted via students’ smartphones, they can work on it anytime they want

to. Thus, learning is not confined to the classroom. Since students cannot rely on

teachers, parents and tutors most of the time, smartphone applications and search

engines can more consistently assist them in their learning.

The smartphone-‐enabled curriculum also helps develop students’ collaboration

skills. Students are better able to work together on tasks given by teachers and they

find themselves more willing to participate. Email and messaging applications make

it easier for students in separate locations to communicate and coordinate as they

work on their assignments and projects.

Students also agreed that the technology-‐enabled curriculum helps in enhancing

their written communication skills. Students are expected to post their answers in

a formal manner. They also get to learn from the way their teachers and co-‐learners

compose their statements.

Students are given rules on how to communicate online. They are taught what is

acceptable and what is not, when it comes to electronic communication. Adherence

to these rules helps instill values of respect and politeness in students.


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Potential Danger

When a primary teacher was asked of how she feels about the use of smartphone in

class, the interviewee expressed a more balanced response.

“Presenting learning audio visuals or information links to students in class is

actually more engaging for everyone,” the teacher noted. On one hand, once

students use any gadget or technology as they learn, they seem more interested to

listen and participate in class topic discussions. Although the teacher does not need

to speak more as links and visuals do more of the presentation, students are more

engaged once questions are thrown in. On the other hand, the teacher mentioned

that there is a possibility that students might eventually become bored with the

conventional type of learning that is still being practiced most of the time in the

classroom. Students might just most of the time interact more with their own

gadgets and rely on what this powerful tool could offer. When this happens, they are

less likely to be interested to learn using conventional tools such as books and

paper.

Conclusion

Today, modern technology has made available massive amounts of information and

knowledge. Learners therefore need to possess higher critical thinking skills to help

them identify information that is authentic and reliable, and be able to reuse such

information and form their own knowledge. Students must also know how to

develop their own opinion and communicate it to others in an effective and


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confident manner. These skills are crucial to help them succeed and perform well as

an individual.

Smartphone technology offers the opportunity for students to interact with teachers

and fellow learners freely and acquire knowledge regardless of place and time. The

smartphone enables students to learn in an informal yet unlimited way similar to

what lifelong learning fosters. As a communication tool, it provides students with an

opportunity to confidently engage in discussions as they learn naturally. Studies

show that students see a less formal learning environment as less threatening; thus,

they engage or participate more in class. In addition, it allows students to take

responsibility and control over their own learning. Self-‐regulated learning allows

learners to exercise and enhance their inert skills, motivate themselves and adopt

their own strategies, thus helping them become critical and creative thinkers.

Using the smartphone in education has the potential to create a conducive learning

environment. It enhances students’ communication and collaboration skills. The

portability, information storage capacity, computing power and convenience that

the smartphone provides give learners access to more information than they could

with traditional learning. Students are able to think out of the box and become more

creative and innovative as they explore on their own strategies and capabilities.


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Recommendation

With the transformation in our society, a more innovative approach to learning is

essential. Brown (2005) suggested a shift from a knowledge production paradigm to

a knowledge navigation paradigm. Traditionally, the education system is teacher-‐

centric, with teachers solely in control of knowledge to be passed on to students.

Today, a learner-‐centric approach is what our education system needs. In this

approach, students themselves determine how learning should take place, enabling

greater development of one’s independence, motivation and learning capacity. They

learn to navigate by themselves amidst the sea of knowledge, with teachers in an

assisting role. Furthermore, students are more likely to attain higher academic

achievement when they are in control and engaged in their own learning.

Smartphone technology is the enabler that makes the learner-‐centric approach to

education possible. Students learn best with variety in learning methods. The

technology helps them with the development and enhancement of important skills

they need to thrive in today’s complex environment.

It is without a doubt that learners need to be ready for the global economy. They

will only be ready if they possess the core competencies of lifelong and self-‐

regulated learning, collaboration, effective communication and right motivation.

These universal competencies will help them learn, and continue to learn, far more

efficiently and effectively. The smartphone is advanced technology that provides


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support in the acquisition of knowledge and skills students need to be able to

succeed in this generation.

References

Singapore National Library Board (NLB)

E-Books Quinn, C.N. (2011). Tapping Into the Mobile Revolution for Organization Performaces. Retrieved from http://site.ebrary.com.libproxy.nlb.gov.sg/lib/singaporenatlib/docDetail.action?docID=10441389 Hayes, H. (2010). Curriculum 21: Essential Education for a Changing World. Retrieved from http://site.ebrary.com.libproxy.nlb.gov.sg/lib/singaporenatlib/docDetail.action?docID=10379928 Gut, D. & Wan, M. (2011). Bringing Schools Into the 21st Century. Retrieved from http://web.ebscohost.com.libproxy.nlb.gov.sg/ehost/ebookviewer/ebook/nlebk_371095_AN?sid=a9ad9a25-7a64-4d88-90f6-8571d394287f@sessionmgr115&vid=1&format=EB&rid=1 Web Documents & Sites Waycott, J., Jones, A., & Scanlon, E. (2005). PDAs as Lifelong Learning Tools: An Activity Theory Based Analysis. Retrieved from http://www.tlu.ee/~kpata/haridustehnoloogiaTLU/pda_s.pdf Koh, E., & Looi, C.K. (2011). An Implementation of Smartphone-enabled Seamless Learning: A Snapshot Perspective. Retrieved from http://www.lsl.nie.edu.sg/icce2012/wp-content/uploads/2012/12/C4-f-214.pdf Woodcook, B., Middleton, A., & Nortcliffe, A. (2012). Considering the Smartphone Learner: An Investigation Into Student Interest in the Use of Personal Technology to Enhance their Learning. Retrieved from http://research.shu.ac.uk/SEEJ/index.php/seej/article/view/38/Woodcock Norris, C., Hossain, A., & Soloway, E. (2011). Using Smartphones as Essential Tools for Learning. A Call to Place Schools on the Right Side of the 21st Century. Retrieved from http://cecs5580.pbworks.com/w/file/fetch/50303907/ET%2520article%2520Norris%2520Soloway.pdf


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Dillenbourg, P., Jarvela, S., & Fischer, F. (2009). The Evolution of Research on Computer - Supported Collaborative Learning. Retrieved from http://link.springer.com/chapter/10.1007%2F978-1-4020-9827-7_1#page-1 Wagner, E., (2005). Enabling Mobile Learning. Retrieved from http://net.educause.edu/ir/library/pdf/erm0532.pdf Database

Zimmermann, B., (2008). Investigating Self-Regulation & Motivation: Historical Background, Methodological Development, and Future Prospects. Retrieved from ProQuest Dissertations & Theses. (200456437) Press Release

Ministry Of Education Singapore. (2008). MOE Launches 3rd Masterplan for ICT in Education. [Press Release]. Retrieved from http://www.moe.gov.sg/media/press/2008/08/moe-launches-third-masterplan.php Books Howe, N., & Strauss, W. (2000). Millennials Rising: The Next Great Generation. New York, United States. Totten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative Learning: A Guide to Research. New York: Garland. Sharples, M., Taylor, J., & Vavoula, G. (2007). A Theory of Learning for the Mobile Age. The Sage Handbook of e-Learning Research. London: Sage, pp. 221-247.


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Photos during Focus Group Discussion

Group 1

Group 2


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Group 3

Group 4

Smartphones in Education: Delivering Skills for Students in the 21st Century

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Transcript of Smartphones in Education: Delivering Skills for Students in the 21st Century