Mobile Technologies and Digital Resources for Learning

The digital technologies employed in education have skyrocketed due to widespread online learning during the pandemic. Subsequently, the recent development has brought into question whether new digital learning resources online tools that students can use to supplement their learning challenge the century-old class inequality in education. As we return to face-to-face learning, it is critical to evaluate whether digital resources can be combined with conventional school resources to uplift students' academic achievement in low-income households. The methods of literature review of past papers and theoretical investigation are applied in this paper to discuss empirical observations and offer explanations. Sources of materials include the United States Census Bureau and the National Center for Education Statistics. By synthesizing classical Bourdieus theory of capital and a nascent digital pedagogical framework, the author finds that, contrary to popular clamor, digital learning resources are not benefiting the lower class significantly. In fact, digital inequality is emerging from three compounding factors: access, surroundings, and the self. By discussing the learning environment, parents' background, self-regulation, and motivation, this paper not only underscores the interacting components that amount to the corruption of meritocratic education but also advances the inquiry into online resources and possible future pathways for the empowerment of low-income students.

This research explores the educators’ attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst 241 educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educators’ perspective. A principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this contribution puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

This study examines the effect of the usage of digital tools by 15-year-old students on their mathematics achievement. The data for the study was retrieved from the publicly available information in the Program for International Student Assessment (PISA) 2022 database. The six study constructs for this study are: time of using digital resources for learning, digital resource use for learning math content, use of digital resources in feedback, use of digital resources at school, use of digital resources out of school, and use of digital resources during leisure time at schools whereas mathematics achievement score is additional main dependent variable. The sample of the study consists of 256,411 participants. The data were analyzed by using structural equation modeling technique. The findings revealed that the time of using digital resources for learning mathematics and using such resources out of school were the strong predictors of mathematics achievement. While analyzing the mediating effects, time of using digital resources has significant mediating roles in the use of digital resources at school, out of school, and leisure time on mathematics achievement. Likewise, the usage of digital resources at school significantly mediates in relationship between the use of digital resources for learning, use during leisure time, and use for feedback on mathematics achievement.

Purpose With the advent of ICTs, a large percentage of university students are shifting their interest and focus on digital learning resources from print ones. This study aims to examine the diversity, motivations and challenges students face in using these learning resources at Teofilo Kisanji University (TEKU) in Tanzania. Design/methodology/approach The researchers used elements of both quantitative and qualitative research approaches in a complementary fashion. The study draws upon cross-section survey data collected from students (n = 90) alongside follow-up key informants semi-structured interviews with library and academic staff (n = 10). Findings The study’s findings signify that internet resources are significantly deployed by students than other resources such as CD-ROM, e-books, journals, slides and audio clips. The findings further inform that the wide range of these resources and 24/7 convenient access are important motivating factors for their usage. On the other hand, the cost of internet services, limited searching competencies and limited subscribed databases inhibit effective and efficient usage of these by students at TEKU. Originality/value The present study clearly discloses students’ motivations for accessing and using digital learning resources.

The continuing trend of integration and the consequent decrease in student‐instructor contact hours in basic science curricula in professional schools makes digital ancillary resources increasingly important. Majority of learning resources for basic sciences however are varied in content, accuracy and are presented in a discipline‐specific manner. Few integrated educational resources exist and even fewer studies report the effectiveness of an integrated presentation of the material in the digital environment. The objective of the study was to investigate educational effectiveness of a digital learning resource presented in an integrated manner compared to the traditional, discipline‐specific presentation. Two digital resources covering female pelvic anatomy, embryology and histology were created, both presenting the same content but one presenting each discipline separately while the other presents the material in an integrated manner. First‐year graduate students enrolled in a gross anatomy course at the University of Colorado Modern Human Anatomy Program were recruited and randomly assigned to view one of the two learning modules. The learning outcome was quantitated by pre‐ and post‐test score comparison as well as a retention study 30‐days after viewing the resource. A survey was conducted to analyze students' preference and perception of the effectiveness of the digital resources. The results of the study have important implications in designing and presenting educational resources in the digital age.

BackgroundGood health decisions depend on one’s ability to think critically about health claims and make informed health choices. Young people can learn these skills through school-based interventions, but learning resources need to be low-cost and built around lessons that can fit into existing curricula. As a first step to developing and evaluating digital learning resources that are feasible to use in Kenyan secondary schools, we conducted a context analysis to explore interest in critical thinking for health, map where critical thinking about health best fits in the curriculum, explore conditions for introducing new learning resources, and describe the information and communication technology (ICT) infrastructure available for teaching and learning.MethodsWe employed a qualitative descriptive approach. We interviewed 15 key informants, carried out two focus group discussions, observed ICT conditions in five secondary schools, reviewed seven documents, and conducted an online catalog of ICT infrastructure in all schools (n=250) in Kisumu County. Participants included national curriculum developers, national ICT officers, teachers, and national examiners. We used a framework analysis approach to analyze data and report findings.FindingsAlthough critical thinking is a core competence in the curriculum, critical thinking about health is not currently taught in Kenyan secondary schools. Teachers, health officials, and curriculum developers recognized the importance of teaching critical thinking about health in secondary schools. Stakeholders agreed that Informed Health Choices learning resources could be embedded in nine subjects. The National Institute of Curriculum Development regulates resources for learning; the development of new resources requires collaboration and approval from this body. Most schools do not use ICT for teaching, and for those few that do, the use is limited. Implementation of Kenya’s ICT policy framework for schools faces several challenges which include inadequate ICT infrastructure, poor internet connectivity, and teachers’ lack of training and experience.ConclusionTeaching critical thinking about health is possible within the current Kenyan lower secondary school curriculum, but the learning resources will need to be designed for inclusion in and across existing subjects. The National ICT Plan and Vision for 2030 provides an opportunity for scale-up and integration of technology in teaching and learning environments, which can enable future use of digital resources in schools. However, given the current ICT condition in schools in the country, digital learning resources should be designed to function with limited ICT infrastructure, unstable Internet access, and for use by teachers with low levels of experience using digital technology.

The rapid development of new media technology has reduced the degree of restrictions on education for the elderly, and digital learning resources have gradually become the foundation of autonomous learning, providing effective guarantees for elderly English learning. Therefore, this paper conducts research on the construction of digital learning resources for elderly English. Firstly, the current situation of digital learning resources for elderly English in China was analyzed. Based on this, quality standards and strategies for constructing different types of digital learning resources were proposed. Finally, the construction methods of digital learning resources were concluded, including positioning learning resource construction goals, clarifying content systems, enriching learning resources, and evaluating resources.

To reuse existing digital learning resources, a teacher has to perform a complex and creative in order to adapt them to the students’ needs and fit their cognitive abilities. Nevertheless, metadata do not generally describe the cognitive facets of a digital learning resource. We give here a partial account of a trace-based system in its current state of development to index digital learning resources according to the metadata describing their “cognitive features”. By “cognitive feature” we mean the cognitive activities (e.g., reading, listening, body interactions, etc.) associated with different message formats (e.g., text, audio, interactive animations, etc.).

In this paper, the design of a teaching interactive system for preschool art education is digitally studied and analyzed, and the teaching interactive system is designed to be applied to the teaching process of preschool art education. It is to design and implement a convenient and feasible art education study and research mutual aid system. The art teaching mutual study and research system is based on the three-layer architecture of NET as the main system structure. The main function of the representation layer is to process the data requested by users and realize the interaction between users. The data layer is mainly to realize the processing of data logic, through the call and operation of the database, to realize the interactive access function of the database. The business logic layer is a relationship in the middle and plays the function of carrying on the top and bottom, realizing the logical processing of the database, and then realizing the business objectives of the system. The design and implementation of the multitier mechanism are of great importance in terms of improving system reliability as well as system compatibility. In the framework of activity theory research, the concept of dynamic integration of digital learning resources is proposed in conjunction with relevant research on digital learning resource integration. The intermediary of the interaction between subjects and digital learning resources in the digital learning process establishes the connection between different subjects through the interaction between elements in the activity system, promotes the accumulation of the number of digital learning resources and the two-way interaction of effective information, and thus realizes the orderly organization and management of the digital learning resource system. The theoretical basis of dynamic integration of digital learning resources, including activity theory, knowledge organization theory, and feedback principle, is discussed in detail in the study to provide a basis for the construction of the theoretical model of dynamic integration of digital learning resources.

Education for children of Indonesian citizens (WNI) who do not have residence documents in Malaysia is a critical issue that needs attention by the government. Children of Indonesian citizens who do not have legal educational documents are constrained from obtaining their rights to education in Malaysia. One form of attention given by the government is to provide educational services for all citizens, including Indonesian migrant workers in Malaysia through the Rumah Kita program and Indonesian learning studios in Malaysia. And based on information, the number of non-formal educators is still limited, both in terms of qualifications and competence. This research was conducted with the aim of developing digital media and teaching materials oriented to gamification and learning independence for non-document Indonesian children in Malaysia. The research method used is Design and Development (D&D) using the ADDIE model. At the development stage, the Multimedia Prototype learning media has feasibility that is validated by experts. This research was conducted by producing a reference digital learning resource for the fulfillment of non-documentary basic literacy of Indonesian children in Malaysia. The subjects for assessing media and learning resources were three expert lecturers consisting of elementary school literacy experts, media experts, and elementary school learning content experts. In this paper, researchers will reveal the level of feasibility of media and digital learning resources for non-documented Indonesian children in Malaysia. The three experts who were the subject of the evaluation of the products developed in general stated that these digital media and learning resources were appropriate and good for use in fulfilling the basic literacy of non-document Indonesian children in Malaysia, but there needed to be a forum in the form of a website that would be used as a form of well-administered learning resource center for each media and teaching materials.

This study takes a look at the impact of professional development program on teacher-librarians’ attitudes towards educational technology and digital learning resources (DLR) for inclusion in public secondary schools. The study was guided by three reseacrh questions and adopted quasi-experimental research design with a sampled population of 85 teacher-librarians selected from 85 public secondary schools through random sampling techniques. The instrument used for data collection was Likert type structured 6 points questionnaire. Data collection was done digitally through email with a link to the online surveys both at the start and at the end of the program periods. A two-way repeated measures ANOVA was used to analyze data collected with which answers to the research questions as they concern teacher-librarians in public secondary attitudes towards educational technology and the effect of group on changes in participants’ perceptions of the benefits of DLR for inclusion were provided. The results were presented in table and the outcome inter-alia revealed that teacher-librarians’ attitudes towards eduational technology were generally positive and that one of the greatest challenges being faced, is balancing their attention between the library as a whole and students with special and complex needs who demand extra support. The study based on the findings, recommended among other things that the teacher-librarians should be practically at intervals, exposured to technology over time and that school library management and government should provide the needed enabling environment for students with learning disabilities.

Language education has evolved significantly with the rapid advancement of digital technology, providing students with more interactive and engaging resources for vocabulary building. However, despite the increasing availability of digital learning resources (DLRs), a gap remains in students' perceptions of how these tools support their vocabulary development—particularly among high school students. This study investigates high school students’ perceptions of DLRs in enhancing vocabulary-building skills. A quantitative method was employed, collecting data from 236 high school students in the JABODETABEK area via an online questionnaire adapted from a previous study. The instrument demonstrated high internal reliability (Cronbach’s Alpha = 0.907). Descriptive analysis revealed that over 70% of students agreed or strongly agreed that DLRs are effective, enjoyable, and beneficial for vocabulary learning. Simple linear regression analysis showed a strong and significant positive correlation (R = 0.730, R² = 0.533, p = 0.001) between students' perceptions and the enhancement of their vocabulary-building skills. These findings indicate that positive student perceptions significantly predict vocabulary development. By offering a flexible, media-rich, and self-directed learning experience, DLRs play a crucial role in enhancing vocabulary acquisition. To maximize student learning outcomes, the integration of DLRs into language instruction should be prioritized.

This chapter looks at the results of a study carried out in the five Nordic countries[i] that analysed recent developments in the area of digital learning resources (DLR) from the perspective of systemic innovation. Three different types of innovation are examined: government-initiated innovations; innovations initiated by commercial actors; bottom-up innovations (user-generated). The authors point out how technology makes the conditions for DLR innovation different from many other fields of education and present five embryonic scenarios illustrating the ways that DLR might be strengthened, promoted, developed and incorporated are presented. The chapter concludes with recommendations directed towards to the production and use of DLR, and to the more general issue of systemic innovation in education.

The study aimed to identify the impact of digital learning resources on the development of the educational process for faculty members at the PAAET, and its role in developing the academic capabilities of faculty members, including the areas of academic advancement and the quality of scientific research in the international publishing observatories, where the study applied the curriculum standards survey descriptive; The questionnaire was applied as a main tool to measure the impact of digital learning resources on the development of the educational process for faculty members through a sample of (78) faculty members from various disciplines. The study concluded that digital learning resources are one of the most important sources for developing the educational process for faculty members. Teaching, whether at the level of scientific research or academic promotion, with its active role in the development of the educational process. The study recommended the need to expand the use of faculty members for digital learning resources, with the need to intensify training courses and workshops in this field, with the need to develop policies and decisions related to their field of work, which In turn, it enhances the development of the educational process.

The development of information technology requires teachers to have adequate competence in designing and implementing digital-based learning. Teachers are not only required to master the teaching material but also be able to utilize technology as an effective learning media and resource. However, elementary school teachers still encounter obstacles in optimally integrating digital technology into the learning process. Based on these conditions, this Community Service activity was carried out in the form of a Digital Learning Workshop for teachers at SDN Sampangagung 1, Mojosari District, Mojokerto Regency. This activity aims to improve teachers' understanding and skills related to digital learning concepts, the use of digital media and learning resources, and the use of the internet, blogs, YouTube, and social media in learning. In addition, this activity also aims to equip teachers with the ability to design innovative and contextual digital learning in accordance with the needs of the community.The characteristics of elementary school students were examined. The participants in this activity were all teachers at SDN Sampangagung 1, Mojosari District, Mojokerto Regency. The workshop was conducted online, combining discussion and practical sessions. The results showed that the Digital Learning Workshop improved teachers' conceptual understanding and practical skills in utilizing learning technology. Overall, this community service activity was deemed successful, based on the achievement of participant targets, the implementation of the material, and the improvement of teachers' skills in mastering digital-based learning.