The challenges faced in using new technologies in the classroom are numerous, but contributions generated with their resolution can proportionately provide original and efficient teaching practices more in tune to students' eager learning needs. This article presents some statistical of Kazan federal university / Russia student data analysis perception to help
teachers in transversal themes classes using m-learning by review the (Tabulation for Age group * Gender, Year of study, Phone Category , course materials) and analyzing the independent factors like (Performance Expectancy, Effort Expectancy, Behavioral Intention to Use, Content Accuracy, and Usability, relevance). The use of mobile devices and the choice of applications in teaching revealed important data, indicating that the expansion and intensification of the use of these devices in the classroom is possible. In university Education, the situation emerges as an opportunity to make up for lost time and space in the restitution of studies, as well as furthering advancement in teaching, itself. Competent m-learning practice rises to situations that reach beyond the concept of technological resources. They imbue teaching with intrinsic characteristics that facilitate and motivate teaching and learning situations to the benefit of all participants. The classic approach of adhering to a fixed professional code of conduct or having your proposed methods first evaluated by an ethics committee does not deal well with the rapidly changing contexts so often found in mobile learning research. Previous work (Andrews T., Dyson L. E., Wishart J. (2015) Advancing ethics frameworks and scenario-based learning to support educational research into mobile learning, International Journal of Research & Method in Education, Vol. 38, Iss. 3, pp. 320–334) concludes that collaborative scenario generation framed by an agreed ethics structure is an effective way forward for supporting researchers planning data collections in mobile learning contexts.
Проблемы применения новых технологий обучения многочисленны. Но влияние технологий на улучшение обучения несомненно. В данной статье приведены статистические данные о мнении и ожиданиях учащихся при использовании технологий мобильного обучения в Казанском федеральном исследовательском университете. Эта статистика учитывает такие показатели? как возраст, пол, год обучения, тип мобильного устройства и пр. Такие данные позволяют сделать детальную гибкую настройку обучающих технологий на целевую аудиторию. Практика мобильного обучения выходит за рамки только технологических проблем. Изменчивость ситуаций и контекстов мобильного обучения влечет за собой изменения в классической этике обучения. В частности, необходимо совместно с комитетом по этике генерировать новые сценарии для сбора данных и поддержки исследований в сфере мобильного обучения.
