Mobile devices and mobile learning in Greek Secondary Education: Policy, empirical findings and implications

Abstract

The use of mobile devices/phones among secondary school students is increasingly more common. However, mobile learning research in secondary education is still limited and this topic is not covered in the literature in the Greek context. This chapter presents the situation in Greek secondary education with regard to mobile devices and mobile learning, discussing the existing policy and recent empirical findings. The integration of mobile devices in Greek secondary schools is negatively affected by the current legislative framework. However, despite the ban, a few teachers take initiatives and allow their students to use mobile devices/phones in classrooms for educational purposes. Empirical findings revealed that teachers reported positive perceptions towards mobile learning, being aware of the pros and cons of mobile devices' usage in classrooms. Students reported positive perceptions and high self-efficacy in using mobile devices, they could name educational activities they would like to do with their mobile phones in the classroom, but fewer students could name specific problems (and rules that should apply) associated with the use of mobile phones. Implications for students, teachers and educational policy-makers are discussed.