Authors
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Roland Birbal
University of Trinidad and Tobago
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Mala Ramdass
University of Trinidad and Tobago
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Iris Hewitt-Bradshaw
University of Trinidad and Tobago
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Gail Joseph-Alleyne
University of Trinidad and Tobago
Keywords:
mobile learning, smartphones, mobile technology, online learning, Student Teachers
Abstract
This study examined students’ use and attitudes towards mobile technology for learning during the COVID-19 pandemic. The study also sought to determine whether there was a relationship between students’ attitudes towards mobile technology and sex, age and year group. Participants were also asked to identify the types of assistance they needed to support their academic activities, and suggest measures to enhance their use of mobile technology for learning. The study employed a survey research methodology to examine use and attitudes towards mobile technology. Participants consisted of 364 students from one university in Trinidad and Tobago. Questionnaire responses were analyzed quantitatively through the use of means, standard deviation, t-tests, and Analysis of Variance (ANOVA) using the Statistical Package for Social Scientists (SPSS) software. Results revealed that students used their mobile devices for various academic activities such as accessing course materials, finding and sharing resources, and communicating with peers. Overall, students had positive attitudes towards the use of mobile technology for learning. Female students had more positive attitudes than males. The types of assistance students identified included pedagogical training, internet infrastructure and access to software. Implications and recommendations are suggested to support students’ use of mobile technology in an online environment.
Author Biographies
Roland Birbal, University of Trinidad and Tobago
Dr Roland Birbal is an Assistant Professor in Educational Technology and Instructional Design at the University of Trinidad and Tobago. He holds a BSc in Computer Science and Mathematics, post-graduate Diplomas in Educational Technology and Education (Mathematics) (UWI), a Certificate in Technology Integration (Thompson Rivers University), MEd and EdD. (University of Sheffield). He has been a teacher educator for over 20 years. His main research areas are online and blended learning and the use of learning management systems in education.
Mala Ramdass, University of Trinidad and Tobago
Dr Mala Ramdass is an Assistant Professor in Teacher Education at the University of Trinidad and Tobago. She holds a BA (Social Sciences), an MA (UWI), a PhD in School Organizational Health (UTT) and a post-graduate Diploma in Education (UWI). She has been a teacher educator for 20 years. Her research interests include school organizational health, school effectiveness, teacher efficacy and student bullying.
Iris Hewitt-Bradshaw, University of Trinidad and Tobago
Dr Iris Hewitt-Bradshaw is an Associate Professor in Language, Literature and Linguistics at the University of Trinidad and Tobago. She holds a BA in Language, Literature and Linguistics, an MPhil and a PhD in Language Education (UWI), a post-graduate Certificate in Learning and Teaching (Higher Education) (Anglia Ruskin), and Diplomas in International Relations and Education (UWI). She has been a teacher educator for 25 years and researches issues in language education and teacher education.
Gail Joseph-Alleyne, University of Trinidad and Tobago
Gail Joseph-Alleyne is an educator and researcher for the past forty years, Ms Gail Joseph-Alleyne’s interest is human development. She holds a Bachelor of Science Degree in Sociology, a Diploma in Human Resource Management, a Diploma in Education Administration, and a Master’s Degree in Education. She has also done postgraduate work in criminology and criminal justice and is a certified mediator and a Crisis Intervention Instructor. Ms Joseph-Alleyne has worked in the secondary school system and at the University of the West Indies. She is at present employed as a lecturer in Teacher Education at the University of Trinidad and Tobago.
