USING THE MOBILE TECHNOLOGY PLICKERS IN THE PROCESS OF LEARNING PHYSICS

Authors

  • Oleksandr I. Liashenko National Academy of Educational Sciences of Ukraine, Kyiv
  • Serhii I. Tereshchuk Pavlo Tychyna Uman State Pedagogical University, Uman

DOI:

https://doi.org/10.33407/itlt.v70i2.2738

Keywords:

mobile learning, means of mobile learning technology, competency approach, information and digital competency, the process of learning physics, frontal survey of students, Plickers mobile app

Abstract

The article analyzes the possibilities of introduction of mobile technology of education in school practice as a means of forming information and digital competency of students. Based on the analysis of literary sources and educational practice, the methodical features of the application of mobile technology in the educational process, in particular during the frontal questioning of students using the mobile application Plickers, are outlined. According to the results of questionnaire survey of students and teachers revealed the main shortcomings of the introduction of mobile technology in the educational process. In particular, the inadequate preparation of students for the use of mobile technology in self-study, the low readiness of students and teachers to use mobile applications and services in the learning process has been confirmed. It is argued that the low level of introduction of mobile education in school practice is due to insufficient methodological support and improper description of ways of using mobile applications in specific didactic situations. The example of the Plickers mobile application demonstrates the possibilities of using it in the process of teaching physics. The article gives methodical recommendations on the application of Plickers during the frontal questioning of students in the process of studying quantum physics. Five options for the use of Plickers in physics classes are proposed, in particular: a frontal survey to diagnose student achievements or check the formation of certain concepts; double testing at the beginning and at the end of the lesson to determine the degree to which the purpose of the lesson is achieved; local or modular survey on specific pieces of educational material to identify its level; interviewing students in order to find out the success of tasks or solving problems; the use of a mobile tool for grouping students into groups in order to correct typical errors. It is emphasized that the rapid development of information and communication technologies and their widespread use in recent years in educational activities provide grounds for optimistic forecasts for the earliest possible introduction of mobile school education.

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Author Biographies

Oleksandr I. Liashenko, National Academy of Educational Sciences of Ukraine, Kyiv

Doctor of Pedagogical Sciences, Professor, Academician of the National Academy of Educational Sciences of Ukraine, Leader of Department

Serhii I. Tereshchuk, Pavlo Tychyna Uman State Pedagogical University, Uman

PhD of Pedagogical Sciences, Associate Professor, Professor of the Department of Physics and Astronomy and Methods of Teaching

References

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Published

2019-04-27

How to Cite

[1]
O. I. Liashenko and S. I. Tereshchuk, “USING THE MOBILE TECHNOLOGY PLICKERS IN THE PROCESS OF LEARNING PHYSICS”, ITLT, vol. 70, no. 2, pp. 59–70, Apr. 2019.

Issue

Vol. 70 No. 2 (2019)

Section

ICT and learning tools in secondary education

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