In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
81~8
9
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
162
46
81
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Fifth g
r
aders' p
erceptions o
f
mob
ile phon
es
a
nd GIS technology
Ad
i
v
G
a
l
S
c
i
e
nce
D
e
partm
e
n
t
,
Kib
butzi
m
College
o
f E
ducat
io
n T
echn
o
lo
g
y
a
n
d
the
A
rts, I
srael
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Oct
2
6
,
2
018
Re
vise
d Jan
5,
201
9
Ac
ce
p
t
ed
J
an
26
,
2
0
19
Th
e
era
o
f
M
-learni
ng
,
s
p
ecifi
cally
t
he use of
m
o
b
i
le
p
ho
nes,
h
as
b
een
h
ardly
no
ti
ceable
i
n
el
em
entary
s
cho
o
l
s
.
GIS
tech
nol
og
y
is
a
l
s
o
rarely
i
mp
le
me
n
t
e
d
there.
I
n
this
s
t
udy,
5
th
g
rade
s
tu
den
t
s'
p
erc
e
p
t
i
ons
o
f
th
e
u
s
e
of
G
IS
tech
no
log
y
t
hrou
gh
m
o
b
ile
p
h
o
n
e
s
were
e
xam
i
ned
as
p
art
o
f
a
n
env
i
ro
nm
ent
a
l
ed
ucati
o
n
pro
g
ram
desig
n
ed
t
o
h
e
lp
p
res
e
rv
e
end
a
n
ge
re
d
sp
ecies
.
Th
e
resul
t
s
sh
o
w
t
h
a
t
the
st
ud
ents
p
rov
i
d
e
d
s
p
eci
a
l
,
v
aluabl
e,
c
ri
tical
and
m
a
tu
re
p
er
sp
ecti
v
es
on
the
advan
t
ag
es
a
n
d
d
isad
van
t
ages
o
f
usi
ng
m
o
b
i
l
e
p
ho
nes
a
s
p
art
of
t
he
i
n
n
o
v
at
ive
p
e
dago
gy
t
hey
appl
y
i
n
sc
ho
ol.
The
us
e
o
f
t
h
e
m
ob
ile
p
hon
e
an
d
t
h
e
new
app
licatio
n
as
p
art
o
f
M
-L
e
a
r
ning
m
a
d
e
it
eas
ier
f
o
r
mos
t
s
t
uden
t
s
t
o
c
reate
aut
h
en
tic
l
earn
i
n
g
,
th
at
is,
learni
ng
f
o
cu
sed
on
p
ro
b
l
ems
i
n
t
he
r
eal
w
o
r
ld,
an
d
i
n
cluded
a
p
r
oj
ect
o
f
re
le
va
nc
e
and
in
terest
t
o
the
l
earners.
The
proces
s
o
f
l
earn
i
ng
t
hrou
gh
m
ob
ile
pho
nes
and
GIS
t
echn
o
logy
,
w
h
i
c
h
co
mbin
ed
t
he
c
reat
iv
e
us
e
of
t
eaching
m
e
t
h
o
d
s
un
f
a
mili
ar
t
o
s
t
u
d
en
ts
,
f
o
cu
sed
o
n
a
n
d
w
as
a
dap
t
ed
t
o
t
h
e
learn
er
s'
a
bilities,
off
e
ri
ng
a
d
i
agn
o
s
i
s
and
co
ns
tructiv
e
gui
dan
ce
b
a
sed
on
s
ucces
s
a
n
d
com
m
unit
y
.
In
c
oncl
u
s
i
o
n
,
5
th
g
ra
de
s
tu
de
n
t
s
te
sti
f
ie
d
th
a
t
t
he
i
r
e
le
me
n
t
a
r
y
sch
o
o
l
c
o
u
ld
e
nt
er
t
h
e
M
-L
earni
ng
era
by
i
n
t
e
grat
ing
m
obil
e
p
h
o
nes
and
ado
p
t
i
ng
a stu
den
t
-cent
e
red l
earnin
g
ap
p
ro
ach.
K
eyw
ord
s
:
En
viro
nmn
t
a
l
e
duca
tio
n
GI
S
M-Lea
r
ni
n
g
M
o
b
i
l
e
p
hon
e
St
u
d
e
nt
-ce
n
t
e
red
l
e
arni
ng
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
S
c
ien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ad
iv
Gal
,
S
c
i
e
nce
D
e
pa
rt
me
nt,
Ki
bb
ut
z
i
m Coll
eg
e
of
Edu
cat
i
o
n
Te
c
h
nol
ogy an
d
t
h
e
Art
s
, Isra
e
l
Em
ail:
adi
v
@te
n
e-e
c
o.
co.i
l
1.
I
N
TR
OD
U
C
TI
O
N
The
e
r
a
of
M
-
L
ea
rning,
i
nc
l
u
d
i
ng
use
o
f
m
obi
le
p
hone
s
as
p
art
o
f
the
tea
c
h
i
n
g
p
r
o
c
e
ss,
h
as
b
e
e
n
rec
o
g
n
i
z
e
d
b
y
hi
g
h
er
e
du
c
a
tio
n
ins
t
itu
ti
o
n
s
a
s
w
el
l
as
h
i
g
h
sc
h
o
o
l
s
.
H
o
w
e
ve
r,
its
i
mp
lem
e
nta
tio
n
in
elem
en
tar
y
s
c
hoo
ls
i
s
n
o
t
c
om
m
on.
T
he
G
IS
f
e
a
t
u
re,
w
h
i
c
h
ha
s
be
e
n
u
se
d
i
n
h
i
g
her
e
duc
a
t
i
o
n
in
sti
t
u
t
i
o
n
s
f
or
t
h
e
p
a
s
t
s
e
v
e
r
a
l
y
e
a
r
s
,
a
n
d
h
a
s
r
e
c
e
n
t
l
y
t
a
k
e
n
i
t
s
f
i
r
s
t
s
t
e
p
s
in
h
i
g
h
sc
h
ool
s
as
w
e
l
l,
i
s
ha
rdl
y
i
mp
le
me
nte
d
i
n
elem
en
tar
y
s
c
h
oo
ls
[
1].
Cle
a
r
l
y,
e
lem
e
ntar
y
sc
h
o
o
l
s
a
r
e
the
l
a
s
t
to
e
n
t
e
r
t
he
M
-
L
ear
nin
g
e
r
a
a
nd
imp
l
e
m
ent
GI
S
t
e
chno
l
ogy
f
o
r
v
a
r
iou
s
r
e
a
s
on
s.
T
h
e
re
fo
re
,
a
n
e
x
a
mina
t
i
on
o
f
the
percepti
ons
of
5
th
g
ra
d
e
rs
w
ho
use
d
mobi
le p
h
one
s a
nd G
I
S
tec
h
n
o
lo
gy
as pa
r
t o
f
an en
v
i
ronm
e
n
ta
l e
d
uca
t
io
n pro
g
ra
m for th
e c
onserva
tio
n of the
Lesser
Kestre
l
,
a
s
ma
ll
e
n
d
an
ge
red
spe
c
i
es,
is
c
r
i
t
i
cal
t
o
e
x
am
ina
t
ion
of
w
a
y
s
i
n
w
h
i
c
h
e
lem
e
n
t
ary
sc
ho
o
l
s
ca
n
en
ter
t
h
e
M-Le
arni
n
g
e
r
a
.
Thus,
the
presen
t
st
u
d
y
con
t
ri
bu
t
es
t
o
t
h
e
r
e
sea
r
ch
by
a
l
l
o
w
i
n
g
u
s
t
o
un
dersta
n
d
t
he
a
d
v
an
ta
ges
a
n
d
c
h
a
l
le
n
g
e
s
o
f
a
n
e
lem
e
n
t
ary
sc
h
o
o
l
c
o
nsiderin
g
entering
t
he
M
-Learning
era
by
i
n
te
gra
t
ing
an
e
n
v
i
ronm
enta
l
e
duca
t
i
o
n
pr
o
g
ram
u
s
i
ng
mo
b
ile
p
hone
s
a
n
d
G
IS
t
ec
hn
o
l
o
g
y
.
S
u
ch
a
com
b
i
n
a
t
io
n
is
n
ot f
o
u
n
d
i
n
the
li
t
e
rat
u
re
, and
if
s
o, it is m
o
st
u
nu
su
al
.
In
a
d
d
it
io
n
,
t
hi
s
st
udy
h
a
s
e
n
r
i
c
hed
t
h
e
exi
s
ti
ng
i
nfor
m
a
tion
o
n
t
h
e
w
a
y
s
i
n
w
hic
h
m
o
b
i
le
pho
ne
s
c
a
n
b
e
po
si
tiv
e
l
y
use
d
a
mong
e
le
mn
t
a
ry
sc
ho
ol
stu
d
e
nt
s.
1.1.
M-learnin
g
era
M-Le
arni
n
g
i
n
c
lu
des
t
h
e
u
s
e
of
m
o
b
i
l
e
t
ec
h
n
o
l
og
y,
o
n
i
t
s
ow
n
or
i
n
c
o
mbi
n
a
t
i
o
n
w
i
th
i
nf
orma
tio
n
a
n
d
c
o
mmun
i
cat
ion
t
ech
nol
og
y
(ICT)
t
o
en
ab
l
e
l
e
a
rni
n
g
a
n
y
w
h
e
re
,
a
nyt
im
e.
L
ea
rni
ng
ca
n
de
ve
lo
p
in
a
varie
t
y
of
w
a
y
s,
p
e
ople
ca
n
use
m
o
bi
l
e
d
e
v
ice
s
t
o
a
cce
ss
e
d
u
cat
i
ona
l
resourc
e
s,
c
on
nect
w
it
h
othe
rs
a
nd
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
81
- 8
9
82
cre
a
te
c
o
n
t
en
t,
b
ot
h
i
n
side
a
n
d
o
u
t
s
i
de
c
la
ss
room
s.
T
oda
y
,
m
ob
i
le
p
h
o
ne
s
are
t
h
e
ba
sis
for
mo
bi
le
l
e
a
rni
n
g.
The
y
h
a
v
e
bec
o
me
t
he
c
e
n
t
e
r
of
o
ur
l
i
v
es
[
2]
a
n
d
a
b
as
ic
c
on
sum
e
r
p
rodu
c
t
f
ou
nd
i
n
almo
s
t
e
v
e
ry
home
i
n
the
w
o
rl
d.
I
n
t
h
e
d
e
ve
lop
i
ng
w
o
rld,
t
o
o
,
m
obile
p
ho
nes
are
c
o
mm
on,
i
ncl
u
d
i
ng
p
o
p
u
l
a
t
i
ons
d
e
f
ine
d
a
s
ha
v
i
n
g
a low
soc
i
oec
o
nomic s
t
a
tus [2
],
[
3]. The use of
m
ob
i
l
e
p
h
o
n
e
s h
as
lo
n
g
s
in
c
e
d
e
p
ar
te
d fr
o
m
the
f
ie
ld of
vo
ic
e
com
m
unic
a
t
io
ns
o
n
l
y,
a
s
a
de
vice
d
e
s
ig
ne
d
t
o
a
l
l
ow
a
c
o
nver
s
a
t
i
on
b
e
t
w
ee
n
t
w
o
re
mo
t
e
p
eopl
e
u
s
i
n
g
wirele
ss
t
ech
n
o
l
o
gy
[4].
P
eo
ple
use
m
o
b
ile
p
h
o
n
es
t
o
ta
ke
p
ic
t
u
re
s,
r
ec
ord
v
i
de
o
or
a
u
d
i
o,
p
l
a
y
m
u
s
i
c,
c
hec
k
the
wea
t
her,
f
i
n
d
d
i
r
ect
i
ons,
trans
l
ate
word
s,
p
a
y
b
i
lls,
re
ad
e
B
oo
ks
a
n
d
p
la
y
gam
e
s
[2],
[
5].
Th
e
u
s
e
o
f
mobi
le
p
h
one
s
has
als
o
e
n
t
e
r
ed
t
he
e
d
u
ca
ti
on
s
y
s
t
e
m
,
m
o
stly
i
n
high
e
r
g
ra
d
e
s
o
r
a
ca
de
mi
c
i
n
sti
t
ut
io
n
s
,
a
n
d
very
l
itt
le
i
n
e
l
e
m
e
n
t
a
ry
s
c
h
ools
[4],
[
6],
a
s
a
r
esult
of
r
e
s
t
r
i
c
t
i
o
ns
a
n
d
l
aw
s
proh
ib
i
tin
g
the
use
of
m
ob
i
l
e
p
hon
e
s
d
u
r
i
n
g
sc
ho
ol
hou
rs.
Ho
wev
e
r,
i
n
qu
it
e
a
fe
w
c
a
s
e
s,
t
h
e
use
o
f
m
ob
ile
p
h
one
s
d
u
ri
ng
t
h
e
les
s
o
n
s
d
o
e
s
no
t
m
a
tc
h th
e
l
e
sso
n
’s
g
oal
s
,
cre
a
tes
d
i
s
t
ra
ct
i
o
ns
a
n
d
l
ow
e
r
s
t
he
s
tu
de
nt
s’
i
n
v
o
l
v
em
en
t
w
i
t
h
l
ess
o
n
co
n
t
e
n
t, i
s
do
ne se
c
re
tly
w
itho
u
t
the
t
ea
c
h
er’s
know
l
e
d
g
e
and da
ma
g
e
s the
s
tudents’
g
rades [7].
1.2.
Ped
a
g
ogic
ch
all
e
n
g
e
s
o
f M
-
l
e
ar
n
i
n
g
Mo
b
i
l
e
p
ho
ne
s
e
n
ab
le
a
n
env
i
ro
nm
en
t
t
h
at
e
nric
h
e
s
and
e
n
hance
s
t
h
e
po
ssib
i
l
itie
s
o
f
n
e
w
com
m
unic
a
t
io
n
an
d
i
n
ter
act
io
n
[8].
T
he
i
nt
e
r
ac
tio
n
be
t
w
ee
n
pe
rs
o
n
a
n
d
p
ho
ne
p
o
s
e
s
n
e
w
a
n
d
c
omple
x
cha
lle
ng
e
s
f
or
y
o
u
n
g
s
t
u
den
t
s,
i
nc
l
u
d
i
ng
s
u
p
p
o
rt
f
or
c
omplex
t
a
sk
s,
m
ed
i
a
t
i
ng
n
e
t
wo
rk
i
nt
e
r
a
c
tio
n
s
a
nd
ma
nagi
n
g
a
n
d
e
xplo
i
tin
g
d
i
g
i
ta
l
inf
o
rma
tion,
w
h
i
c
h
c
ha
ll
e
n
ge
t
e
ac
he
rs
t
o
t
h
i
n
k
cre
a
ti
ve
ly
a
bo
ut
m
obi
l
e
l
e
a
r
ni
ng
a
nd
d
ev
e
l
op
t
h
e
c
onf
id
en
ce
t
o
t
r
y
n
e
w
id
e
a
s
[4
].
T
e
c
h
n
ol
o
g
y
h
a
s
ma
de
our
w
or
ld
m
ore
com
p
l
e
x,
sop
h
is
tica
t
e
d
a
nd
c
h
a
lle
n
g
i
n
g
,
a
s
w
e
ll
as
r
e
quir
i
n
g
d
i
ffe
ren
t
l
ea
rni
n
g
ab
ili
ti
e
s
.
Th
i
s
c
hang
e
i
n
clu
d
e
s
t
h
e
n
e
e
d
to
a
da
pt
t
he
l
e
a
rni
ng
s
y
s
t
em
a
nd
cre
a
t
e
lea
r
ni
n
g
e
n
v
i
ro
nm
ent
s
t
ha
t
su
pp
or
t
t
h
e
de
ve
lo
pm
ent
o
f
h
i
g
h
e
r
leve
l
th
ink
i
ng
sk
il
ls
[
9]
.
A
s
a
r
esult
of
t
ec
h
nol
og
ic
a
l
d
e
v
e
l
o
p
m
e
n
t
s
an
d
the
c
o
nse
que
n
t
c
ha
nge
s
in
o
ur
w
or
l
d
,
the
r
e
is
a
n
e
e
d
t
o
prov
i
d
e
t
o
o
l
s
e
n
a
b
l
i
ng
st
ude
n
t
s
t
o
c
ope
w
it
h
a
tec
hno
log
i
ca
l
en
vi
ron
m
ent
th
at
i
n
th
e
p
a
st
h
ad
n
o
t
a
l
wa
y
s
b
een
p
a
r
t
of
t
h
e
e
du
ca
t
i
on
s
y
s
t
e
m.
T
h
e
M
-Le
a
rnin
g
e
nvi
ro
nme
n
t
pr
ovi
de
s
be
t
t
e
r
d
eve
l
opm
en
t
of
l
i
f
e
sk
i
l
ls,
i
n
c
l
udi
ng
orga
n
i
za
ti
on,
p
ro
b
l
em
s
o
l
v
i
ng,
i
n
v
e
s
t
i
ga
ti
o
n
a
n
d
c
o
l
l
a
bor
a
tio
n
sk
i
l
ls.
Th
i
s
l
ear
ning
env
i
ro
nm
en
t
d
e
vel
o
ps
b
y
pro
v
i
d
in
g
to
ol
s
fo
r
mor
e
c
olla
b
o
r
ati
v
e
lear
n
i
ng
a
s
w
e
ll
as
r
e
duc
i
ng
c
o
m
p
et
i
t
i
o
n
.
S
t
ud
ies ha
ve a
l
s
o s
h
ow
n th
at t
ec
hn
o
l
o
g
y
i
n
t
e
g
r
a
t
i
on
i
n
c
r
e
a
ses t
h
e
l
i
k
e
l
i
hood
o
f in
t
e
ract
i
on wi
t
h
i
n
t
h
e
l
e
a
r
n
i
ng
env
i
ro
nm
en
t
a
s
m
a
ny
new
t
echn
o
l
o
g
i
es
a
re
i
n
t
er
act
i
v
e,
m
a
k
i
n
g
it
eas
i
e
r
to
c
r
eate
e
n
v
i
r
o
nme
n
t
s
w
her
e
stude
n
t
s
ca
n
l
e
a
r
n
by
do
i
n
g,
r
ec
eiv
i
ng
fe
edbac
k
,
an
d
con
t
i
n
ua
ll
y
sha
r
pen
i
n
g
t
he
ir
u
nde
rs
t
a
n
d
i
n
g
a
nd
con
s
truc
t
i
n
g
n
ew
k
n
o
wle
dge
[
1
0
].
F
or
t
e
ache
r
s
i
n
t
h
i
s
er
a,
t
he
a
v
ai
l
a
b
i
li
ty
o
f
mobil
e
pho
n
e
s
re
qu
i
r
es
a
’recalcul
a
tion’
o
f
their
role
r
e-
t
he
c
urric
u
l
u
m
.
M
ob
ile
p
ho
nes
p
r
o
m
o
t
e
a
c
h
a
n
g
e
f
r
o
m
t
eacher-centered
to
stude
n
t
-
cent
e
r
e
d
teac
h
i
n
g
a
nd
l
ea
rn
i
ng
[
3
],
[
5]
,
[7].
T
ransfe
r
o
f
k
n
o
w
l
e
dge
f
r
o
m
tea
c
h
er
t
o
s
t
ud
e
n
t
s
i
s
n
o
lo
nge
r
an
o
p
t
i
o
n.
I
nstea
d
,
w
e
h
ave
tw
o-w
a
y
c
o
mm
unic
a
t
i
o
n,
w
it
h
bo
t
h
t
e
a
c
her
s
a
nd
s
t
u
d
en
ts
t
ra
nsferr
ing
a
n
d
rec
e
iv
in
g
k
n
o
w
led
g
e
[1
1].
U
s
e
of
m
ob
i
l
e
p
h
o
n
e
s
m
a
k
e
s
l
ea
rn
i
ng
s
tu
de
n
t
-
c
e
n
ter
e
d
a
n
d
kn
ow
l
e
d
g
e-c
e
ntere
d
,
rathe
r
t
ha
n m
e
m
o
ry-foc
used. Lea
r
ni
ng
w
i
t
h
m
obile
p
h
one
s use
s
f
r
eq
ue
nt fee
dbac
k
an
d
as
s
essme
n
t
,
b
e
c
o
m
i
n
g
com
m
uni
t
y
-ce
n
tere
d
a
n
d
c
o
lla
bor
at
ive
.
T
h
i
s
c
o
ncep
t
u
al
c
ha
nge
e
n
ab
les
the
teac
her
t
o
m
ake
use
of
a
ll
t
h
e
tech
n
o
l
o
gic
a
l
a
dva
nta
g
e
s
o
f
m
obile
p
ho
ne
s,
a
s
w
e
l
l
a
s
e
n
abl
i
ng
t
h
e
pe
rs
ona
l
i
z
a
t
i
on
of
t
he
i
n
d
i
v
id
ua
l
stude
nt
and
the
le
arn
i
ng
pac
e
.
The
tea
c
her
al
l
o
w
s
t
he
s
tu
de
n
t
t
o
ta
k
e
r
e
s
po
ns
ib
i
l
i
t
y
for
the
l
e
arn
i
n
g
p
roc
e
ss
an
d
c
o
nst
r
u
c
t
th
e
sk
ill
s
and
knowl
e
dg
e
ac
qui
re
d
as
p
art
o
f
h
is/h
e
r
t
r
a
i
n
i
ng
t
o
w
ard
s
a
dul
t
l
i
f
e
a
n
d
c
opi
ng
w
i
t
h
f
u
tu
re
t
e
c
h
nolog
i
c
al
c
ha
l
l
en
ge
s [3],
[
8].
1.3.
Geo
g
rap
h
ic
i
n
f
orm
a
ti
on
syste
m
The
comb
i
n
at
i
on
of
t
e
c
h
n
o
l
o
gy
d
e
v
e
l
opme
n
t
a
nd
bi
g
da
ta
s
our
ces
has
led
to
t
he
d
e
v
e
l
opm
en
t
o
f
G
e
ogr
ap
h
i
c
I
n
form
atio
n
S
y
s
t
em
(
G
I
S
)
t
echno
l
o
g
y
.
To
da
y
,
G
IS
i
s
o
ne
o
f
t
h
e
m
o
s
t
i
n
n
o
va
tive
tec
h
no
lo
g
i
cal
to
ol
i
n
the
e
d
uc
ati
o
n
s
y
stem
.
O
n
e
o
f
t
he
m
o
s
t
imp
o
r
t
a
n
t
fe
ature
s
of
G
IS
i
s
th
e
sy
st
em'
s
d
yn
a
m
i
c
n
atu
r
e
a
nd
its
r
api
d
c
h
a
n
g
es
a
s
a
r
e
su
lt
o
f
c
o
l
l
a
b
or
atio
n
[12].
G
I
S
tec
hno
l
o
g
y
i
s
c
u
r
r
e
n
t
l
y
u
s
e
d
i
n
a
v
a
r
i
e
t
y
o
f
go
vernm
e
n
t
o
ffic
es,
m
i
litar
y
s
ys
tem
s
a
n
d
c
iv
i
l
ia
n
sy
stem
s
,
a
nd
h
a
s
re
cen
tl
y
b
een
u
sed
in
s
e
v
e
r
al
s
c
h
oo
l
s
worldw
ide.
G
I
S
t
echn
o
l
o
g
y
h
a
s
s
eve
r
al
a
dva
n
t
a
g
es
:
(1)
i
t
e
nab
l
e
s
expos
u
re
t
o
l
a
rge
data
b
a
ses
t
h
a
t
n
eed
to
b
e
dea
lt
w
i
t
h
t
hr
oug
h
a
vari
et
y
o
f
a
n
a
l
y
sis
to
o
l
s
;
(
2)
i
t
ena
b
l
e
s
t
h
e
ga
t
h
eri
n
g
of
i
nform
a
ti
o
n
a
n
d
p
rese
nta
t
i
o
n
o
f
phe
n
o
m
e
na
a
n
d
s
pa
tia
l
tre
n
ds;
(3)
p
l
a
n
n
i
n
g
alter
n
a
t
ive
s
c
a
n
b
e
p
r
ese
n
t
e
d
a
s
a
d
ec
i
s
i
o
n
-
mak
i
ng
t
ool
[
13
];
(
4
)
it
prom
ote
s
c
o
lla
b
o
ra
tio
n,
g
r
oup
lea
r
n
i
ng
a
nd
i
n
t
e
r
d
i
sc
i
p
l
i
nar
y
l
ea
rn
in
g
;
(
5)
it
e
n
a
b
l
e
s
onl
i
n
e
w
o
rk
a
nd
i
s
ac
cessi
ble
to
w
ork
from
a
nyw
he
re
w
it
h
i
s
a
n
Interne
t
c
on
nec
t
i
o
n
;
(
6
)
i
t
e
na
b
l
es
d
e
v
el
o
p
m
e
nt
o
f
l
ear
nin
g
sk
i
l
ls
s
uch
a
s
c
ritica
l
t
h
i
n
k
i
n
g
[
1
2
],
s
pa
tial
th
i
n
k
i
n
g
[
12],
a
nd
impr
ov
ing
a
n
al
y
tic
al
a
b
i
l
i
t
y
[
5].
These
adva
n
t
a
g
e
s
a
re
p
a
r
t
of
t
h
e
s
c
hoo
l
'
s
a
s
pi
r
a
tio
n
s
t
o
pr
ovi
de
t
h
e
stu
d
e
n
ts
w
i
t
h
t
o
o
l
s
f
or
d
ea
li
ng
w
i
th
f
ut
ure
a
d
u
lt
e
d
u
cati
o
n
.
A
t
t
h
e
t
e
ach
e
r
s
’
l
ev
e
l
,
o
n
e
o
f
th
e
ma
in
a
d
v
a
n
t
ag
es
o
f
t
h
e
G
I
S
i
s
t
h
e
n
e
e
d
f
o
r
p
r
o
f
e
s
s
i
o
n
a
l
deve
l
opm
en
t
a
nd
c
h
an
ge
o
f
te
ach
i
ng
a
n
d
a
s
se
ssm
e
nt
m
e
t
ho
ds,
prom
ot
ing
the
a
ssim
i
la
t
i
o
n
o
f
a
stu
d
en
t-
c
e
n
t
ered
r
a
t
h
e
r
t
h
a
n
a
t
ea
ch
er-ce
n
t
e
red
a
p
p
r
o
a
c
h
.
Th
e
t
e
ach
e
r
i
n
th
i
s
c
a
s
e
b
eco
me
s
a
men
t
o
r
,
su
ppo
rt
e
r
a
nd
gu
ide
,
e
nc
oura
g
in
g
se
l
f-lea
r
n
i
n
g
w
h
ile
c
re
at
in
g
mo
t
i
va
t
i
o
n
f
or
le
arni
n
g
a
m
ong
t
h
e
s
t
u
d
e
nt
s
[11],
[1
4]
,
[15]
.
There
ar
e
also
a
num
ber
of
lim
it
a
t
io
ns
f
or
t
he
u
se
o
f
G
I
S
,
a
ll
o
f
w
hic
h
a
re
not
d
e
p
e
nde
nt
on
the
s
t
u
d
e
n
t
bu
t
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Fi
fth
gr
ade
rs'
perc
e
p
t
i
ons
o
f
m
o
b
i
l
e
p
h
one
s an
d
G
I
S te
ch
n
o
l
ogy
(
A
di
v
G
a
l)
83
rathe
r
on
the
e
duc
a
t
ion
sy
ste
m
.
The
tech
no
lo
g
i
cal
p
ro
gr
ess
of
t
he
e
duc
at
io
n
sy
stem
o
ft
en
f
ai
ls
t
o
f
o
l
l
ow
t
h
e
tech
n
o
l
o
gic
a
l
a
dva
nc
es
i
n
t
h
e
re
al
w
orl
d
.
A
s
a
r
e
s
ul
t,
t
ec
h
nol
o
gica
l
l
i
mi
tat
i
ons
s
uc
h
a
s
I
n
t
er
ne
t
ba
n
d
w
i
dth
or
con
s
ta
n
t
d
isc
o
nnec
tio
ns
limi
t
G
I
S
use
a
n
d
ca
use
frus
t
r
a
t
i
on
am
o
n
g
bo
th
s
tud
e
nt
s
an
d
t
e
a
c
h
ers.
I
n
ad
di
t
i
on
,
teac
hers
'
a
b
il
it
y
to
t
r
a
nsfe
r
t
h
e
less
ons
a
ss
o
c
ia
t
e
d
w
i
th
l
e
a
r
n
i
ng
thr
o
u
g
h
G
IS
a
re
s
om
etim
es
lim
ite
d,
a
s
th
e
y
had
no
t
bee
n
e
xp
ose
d
t
o
G
I
S
te
ch
no
lo
gy
a
s
s
tu
de
nts
a
n
d
t
h
ere
f
or
e
are
u
n
fam
i
lia
r
w
ith
it.
M
ore
o
ver,
t
here
i
s
n
o
sy
st
emati
c
r
eq
ui
re
me
n
t
f
or
i
n
t
e
g
ra
tio
n
of
G
IS
,
a
n
d
t
each
ers
a
r
e
not
p
ro
vide
d
w
i
t
h
p
ai
d
t
i
me
f
or
t
his
pur
pose
[1],
[
14].
1.4.
E
n
v
i
ronm
ent
a
l
ed
uc
a
t
io
n
The
g
l
oba
l
a
w
a
k
en
in
g
to
e
nv
iro
n
m
e
n
t
al
p
r
o
bl
e
m
s
i
n
t
he
1
9
70s
l
e
d
t
o
the
c
o
nve
n
i
ng
of
w
or
ld
con
f
e
r
enc
e
s
i
n
w
hic
h
p
os
it
io
ns
w
er
e
set
an
d
dec
i
s
i
o
n
s
m
a
de
r
e
g
a
rd
in
g
hu
m
a
n
a
c
t
ivi
t
i
e
s
in
r
el
at
i
on
t
o
t
he
env
i
ro
nm
en
t.
T
h
i
s
aw
a
k
e
n
in
g
d
i
d
no
t
ove
r
l
o
ok
e
d
u
c
at
or
s,
e
specia
lly
f
r
o
m
the
sc
i
e
n
ces,
w
ho
be
g
a
n
t
o
form
ula
t
e
a
ne
w
educa
t
i
o
nal
fi
e
l
d
cal
led
E
n
vir
onm
en
ta
l
E
duca
t
i
o
n.
T
he
a
i
m
o
f
en
v
i
ro
n
m
e
n
tal
e
d
uc
at
ion,
a
s
form
ula
t
e
d
i
n
t
h
e
1
970s
a
nd
19
8
0
s,
w
a
s
t
o
educ
a
t
e
f
o
r
ac
t
i
o
n
t
o
w
a
rds
s
o
l
v
i
ng
e
nviro
n
m
ental
pr
o
b
le
ms
t
ha
t
ma
n
c
r
ea
ted
by
incre
asi
ng lea
r
ners’
know
led
g
e an
d aw
a
r
ene
s
s.
I
t
w
as thoug
h
t
tha
t
kn
ow
led
g
e w
o
uld i
n
cre
a
se
aw
a
r
ene
s
s
and
pro
v
ide
pro
b
le
m
solv
in
g t
o
o
l
s
[16],
[17].
The
c
o
m
b
ina
t
ion
o
f
t
he
se
t
hre
e
k
n
o
w
l
edge
b
o
d
ie
s,
m
ob
ile
p
h
o
n
e
s
,
G
IS
t
ec
h
nol
ogy
a
nd
env
i
ro
nm
en
tal
educ
a
t
i
o
n,
h
as
l
ed
t
o
t
h
e
fo
l
l
o
w
in
g
re
sear
ch
que
s
t
i
on
:
Wha
t
a
re
t
he
p
erc
e
p
tio
ns
o
f
5
th
g
ra
ders
rega
rdi
ng
t
h
e
use
o
f
m
ob
i
l
e
ph
o
n
es
a
n
d
G
IS
t
e
c
hn
o
l
o
gy
in
a
n
e
n
v
ir
o
n
me
nt
a
l
p
ro
gra
m
d
esigne
d
t
o
h
e
l
p
prese
r
ve
a
n e
n
dan
g
er
ed spe
c
i
es
?
2.
RESEARCH
M
ETH
O
D
2.1
Obje
ctives
To
und
e
r
st
an
d
5
th
g
rade
s
tu
d
e
nt
s’
p
e
r
ce
pti
o
ns
o
f
t
h
e
use
of
m
o
b
i
l
e
ph
o
n
es
a
n
d
G
I
S
t
e
c
h
nol
ogy
a
s
part
o
f a
n
e
nv
ironm
en
t e
d
uca
t
i
on pr
ogr
am
.
2.2
Rese
arch
c
o
n
te
xt
The
ev
iro
n
m
e
nta
l
e
duc
a
t
io
n
pro
g
ram
a
i
m
e
d
at
t
he
p
r
o
te
c
tio
n
o
f
t
he
L
es
ser
Kes
t
rel
wa
s
est
a
bl
i
s
hed
in
1
9
96.
S
i
n
ce
t
he
n,
5
th
g
rade
s
tu
d
e
nt
s
at
F
a
l
c
o
n
S
c
hoo
l
ha
v
e
b
e
e
n
he
lpin
g
p
r
o
t
e
c
t
t
h
e
loca
l
Lesser
Kestrel
po
p
u
l
a
tio
n
nes
t
i
ng
i
n
t
he
ir
s
c
h
o
o
l
a
n
d
t
he
s
ur
rou
n
d
i
ng
a
r
e
a
.
I
n
o
rde
r
t
o
c
ope
w
ith
t
he
l
a
c
k
o
f
n
e
st
ing
s
i
t
e
s
i
n
the
c
o
mm
un
iti
es
n
e
a
r
the
sc
ho
o
l
,
st
ude
n
t
s
have
b
ee
n
bu
i
l
d
i
n
g
n
e
st
box
e
s
a
n
d
con
duc
t
i
ng
s
u
r
v
e
ys
i
n
th
e
rele
va
nt
c
om
mun
i
ti
e
s
t
o
fi
nd
r
oofs
w
h
er
e
t
h
ey
c
a
n
b
e
h
ung.
U
n
t
i
l
2
017,
t
h
e
s
u
r
v
e
y
w
a
s
con
d
u
c
t
e
d
u
s
i
ng
hardc
o
p
y
m
a
p
s
an
d
pa
per
s
.
In
2
0
1
8
,
a
n
e
w
a
p
p
lic
a
tio
n
w
a
s
de
ve
lo
p
e
d
to
r
e
p
l
a
ce
t
he
se.
T
h
e
s
t
ude
n
t
s
hab
i
tua
l
ly
c
o
n
duc
t
t
h
e
s
u
rve
y
s
a
f
ter
sc
hoo
l
h
ours,
s
o
tha
t
u
se
of
m
ob
ile
pho
ne
s
for
th
is
p
urpo
se
i
s
bas
e
d
on
the
i
r
pri
v
a
t
e
t
e
lep
h
one
s.
E
x
posur
e
t
o
t
he
n
e
w
a
ppl
ica
t
i
o
n
w
a
s
c
on
d
u
ct
e
d
i
n
the
o
ry
o
nl
y,
a
s
scho
o
l
r
ules
pro
h
i
b
i
t
s
t
ude
n
t
s
from
bri
n
ging
mo
b
ile
pho
ne
s
t
o
s
c
h
o
o
l
.
Th
us,
the
s
t
ud
e
n
ts
e
x
p
er
i
e
nc
ed
t
he
a
p
p
lica
tio
n
in
the
a
f
t
e
rn
oo
n,
w
it
h
n
o
t
ec
hn
i
c
a
l
s
up
p
o
rt
f
r
o
m
the
t
e
ac
he
rs.
The
t
i
m
e
a
l
l
o
t
t
e
d
f
o
r
st
ud
en
t
s
t
o
c
ondu
c
t
t
h
e
su
rv
ey
w
a
s
o
ne
w
ee
k
.
A
ft
er
c
o
ndu
c
t
i
n
g
th
e
su
rv
e
y
,
t
h
e
stude
n
t
s
e
x
am
ine
d
the char
acte
r
ist
i
cs o
f
a
ll the
h
ous
es
the
y
v
is
it
e
d
an
d
h
el
d a
dem
o
c
r
ati
c
d
iscu
ssi
on
dur
in
g cla
s
s
to
d
ec
ide
w
h
e
r
e
t
o
p
lace
t
he
n
e
s
tin
g
boxe
s.
2.3
T
h
e
a
pp
The
sur
v
e
y
w
as
c
o
n
d
u
c
t
ed
u
s
i
ng
the
S
u
r
v
ey
1
23
a
p
pl
i
c
ati
on,
p
art
o
f
t
h
e
A
R
S
I
A
r
c
G
I
S
O
n
l
i
n
e
env
i
ro
nm
en
t.
S
ur
vey
1
2
3
p
r
o
vide
s
a
sim
p
l
e
,
intui
t
ive
data
c
ol
lec
ti
on
sol
u
t
i
on
usi
n
g
o
n
l
i
n
e
form
s,
e
nabl
in
g
one
t
o
cre
a
te,
shar
e
a
n
d
an
a
l
yz
e
sur
v
ey
s
wi
th
a
g
e
ogra
p
h
i
c
loca
ti
on
c
o
mpo
n
e
n
t.
I
t
a
llo
w
e
d
st
u
d
en
ts
t
o
a
d
d
respo
n
ses
t
h
ro
ug
h
t
h
e
i
r
mobi
le
p
ho
nes
w
h
i
l
e
i
n
t
h
e
fie
l
d.
I
n
ad
d
i
tio
n,
t
h
e
a
pp
al
l
o
w
s
s
tu
de
nt
s
t
o
a
sso
ciat
e
surve
y
a
nsw
e
rs
w
ith
a
n
ima
g
e
o
f
a
g
e
ogra
p
hica
l
loc
a
t
i
on
on
t
he
m
a
p
us
i
n
g
t
h
e
b
u
i
l
t
-i
n
G
P
S
tec
hno
lo
gy
o
n
the
i
r
m
obi
le
p
ho
ne.
Eac
h
f
o
r
m
se
nt
from
a
mob
i
le
p
h
one
i
s
a
dde
d
a
s
a
po
int
t
o
a
s
in
gle
ge
o
g
raph
i
c
in
form
ation
la
ye
r
co
nta
i
nin
g
all
the
sur
v
e
y
a
nd
a
n
sw
er
p
oi
n
t
s
s
e
n
t
b
y
t
he
s
tu
de
nts.
T
he
i
n
f
orm
a
t
i
o
n
la
y
e
r
con
t
a
i
n
i
ng
the
answ
e
r
s
from
t
he
s
ur
ve
y
is
p
r
e
se
n
t
e
d
on
a
m
a
p
w
i
th
a
n
u
p
-t
o-date
,
re
al-time
sna
p
s
h
ot
o
f
th
e
surve
y
r
esul
t
s
a
cc
ompa
nie
d
b
y
d
i
agra
ms.
The
st
u
d
en
ts
d
i
d
n
ot
e
x
per
i
e
n
ce
i
t
d
ur
in
g
sc
ho
ol
h
our
s
d
u
e
to
t
he
ban
on
bri
n
gin
g
m
obi
le
p
hon
e
s
to sch
o
o
l
.
2.4
R
e
se
arch
tool
s
The
pr
ese
n
t
s
t
ud
y
ta
k
e
s
a
c
a
s
e
s
t
u
d
y
a
p
ppro
a
ch.
Case
s
tu
d
y
i
s
a
r
e
s
e
a
rc
h
a
ppr
oac
h
i
ncr
e
asi
n
g
l
y
use
d
in
e
d
u
c
a
t
io
na
l
set
t
i
n
gs
[
1
8
]
,
b
ase
d
o
n
a
na
tura
l
i
st
ic
a
n
d
hol
is
tic
r
esea
rch
a
p
proa
ch
w
h
i
c
h
i
nc
l
udes
a
bro
a
d
descr
i
pt
i
on
a
n
d
i
n
te
rpreta
t
i
o
n
o
f
t
h
e
phe
n
o
m
e
non
[1
9].
In
t
his
case
st
u
dy
three
re
sear
ch
t
oo
ls
w
er
e
use
d
:
a
q
u
a
nt
it
a
t
i
v
e
que
sti
onn
ai
re
, a
q
u
a
li
t
a
t
i
v
e
qu
e
sti
onn
ai
re
and
f
oc
us gro
ups.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
81
- 8
9
84
2.
4.1
Question
naire
T
h
e
s
t
u
d
y
u
s
e
d
a
m
ix
-
m
e
t
h
o
d
s
a
p
p
r
o
a
c
h
.
T
h
e
q
ua
n
t
it
a
t
i
v
e
p
a
r
t
w
a
s
b
a
sed
on
a
3
0
-
i
t
e
m
c
l
osed
L
ik
e
r
t
scale
st
u
d
e
n
t
q
u
es
tio
nna
i
r
e
(
1
-no
t
a
t
a
l
l
t
o
5
-ver
y
m
u
c
h
).
S
om
e
o
f
t
h
e
q
u
es
tio
ns
a
re
b
a
s
ed
o
n
the
l
i
te
ra
ture
[1
8],
w
h
i
l
e
o
t
h
e
rs
w
e
r
e
m
a
de
up
b
y
t
he
r
esea
rche
r.
T
he
que
st
io
n
naire
w
a
s
di
v
i
d
e
d
int
o
s
i
x
s
ec
ti
o
n
s
(
T
a
b
le
1
)
w
ith
i
n
t
erna
l
c
o
n
s
is
te
ncy
o
f
C
ro
nbac
h
's
a
l
p
ha
h
ig
he
r
tha
n
0
.71
2
.
The
fir
s
t
sec
t
i
on
i
n
cl
ude
d
fo
ur
q
ue
st
i
o
ns
rela
t
e
d
to
s
tu
de
nt
s’
c
omfort
l
e
v
e
l
w
h
ile
u
s
i
ng
the
mob
i
le
p
h
one
a
nd
a
pp
li
c
a
ti
on
(
α
=
0
.
7
4
7
)
.
Sec
t
i
o
n
t
w
o
inc
l
ude
d
seve
n
q
u
e
s
ti
o
n
s
rela
t
e
d
to
s
t
u
den
t
s
’
d
isc
o
m
f
ort
le
vel
whi
l
e
u
si
ng
t
h
e
m
o
b
il
e
ph
on
e
and
a
p
pl
ic
at
i
o
n
(α
=
0.7
7
7
).
T
he
t
h
i
r
d
s
e
c
t
io
n
inc
l
ude
d
five
que
sti
o
n
s
r
ela
t
e
d
to
m
o
tiva
t
i
on
for
lea
r
n
i
ng
f
o
llow
i
n
g
t
he
u
se
o
f
mobi
le
p
hone
a
nd
ap
p
l
i
c
a
t
i
on
(α
=
0
.
8
7
8
).
T
he
f
our
t
h
s
ect
io
n
i
n
c
l
ude
d
four
q
ue
st
io
ns
r
e
l
a
t
e
d
t
o
the
c
o
nt
ribu
t
i
o
n
of
m
o
b
i
l
e
p
ho
ne
a
n
d
appl
i
c
a
t
i
o
n
to
p
e
d
ag
og
y
(α
=
0
.830).
Th
e
fi
ft
h
sect
ion
i
n
c
l
ud
e
d
t
wo
que
st
ions
r
ela
t
ed
t
o
ne
ga
ti
ve
a
spec
ts
o
f
m
o
b
i
le
pho
ne
a
nd
a
p
p
l
i
c
a
t
io
n
use
(
α
=
0
.
712)
.
The
las
t
s
ec
t
i
o
n
inc
l
ude
d e
i
g
h
t
que
sti
ons re
l
a
t
ed to
p
o
si
ti
v
e
a
sp
e
c
t
s of tec
h
n
o
l
o
gy (α
= 0.819)
.
Tab
l
e
1. Exam
p
l
e
s of
q
ues
tio
ns i
n
eac
h c
a
te
gor
y
E
x
am
pl
e
s
o
f
que
stions
C
a
t
e
gor
y
n
a
m
e
Ca
t
e
gory
nu
m
b
e
r
a.
I
f
e
el c
o
m
for
t
a
b
l
e
a
bout m
y
a
b
i
lit
y
to
w
ork w
i
t
h
a
n
ew
a
pp
.
b.
I
f
e
el c
onf
i
d
e
n
t
l
e
arnin
g
n
e
w
a
pp
s
b
y
m
yse
l
f.
F
e
e
l
s c
o
m
f
orta
ble
using
the
a
pp
1
a.
U
s
ing
a
n
e
w a
pp conf
use
s
m
e
.
b.
I'm
s
c
a
r
e
d
w
he
n
us
i
n
g
a
n
e
w a
pp.
F
e
e
l
s
unc
o
m
fortable
u
sing
th
e
ap
p
2
a.
U
s
ing
the
a
pp m
a
d
e
s
tude
nt
s m
o
r
e
i
n
volve
d
i
n
t
he
s
urvey
.
b.
U
s
ing
the
a
pp m
a
d
e
m
e m
o
r
e
i
nvolved
in
t
h
e
s
urvey
.
M
o
ti
va
tion
a
s
a
r
e
s
ult
of
t
he
use
of
t
ec
h
nol
ogic
a
l
tools
3
a.
T
h
e a
pp ca
n
b
e
a
u
se
ful
l
e
a
r
ni
ng
tool
f
o
r
s
tude
n
t
s.
b.
Using the
a
pp i
m
p
r
ove
s the
qu
a
lity
o
f
inst
ruc
tion.
T
h
e
c
ontribution
of
t
ec
hno
l
ogy
t
o
p
e
d
a
gogy
4
It
w
a
s
m
or
e
c
onv
enie
nt
t
o
do
t
he
s
ur
vey
w
ith
p
a
p
e
r
U
s
i
ng
the
a
p
p
mad
e
m
e
w
a
s
t
e
m
y
t
i
m
e d
u
r
in
g
th
e s
u
r
v
ey.
N
e
g
a
tiv
e
a
s
p
e
c
t
s
of
c
onduc
ti
ng
t
h
e
survey
u
sing
te
c
hnology
5
a.
I'm
a
w
a
r
e
of
t
he
b
e
n
e
f
its
o
f
using
the
a
pp
in a
s
urvey
.
b.
U
s
ing
the
a
pp m
a
de
t
he
s
ur
ve
y m
o
r
e
e
ffic
i
e
nt.
P
o
sitive
a
s
pe
cts
of
c
onduc
ti
ng
t
h
e
survey
u
sing
te
c
hnology
6
2.
4.2
A
q
u
alitati
v
e
q
u
estion
n
a
ire
I
n
a
dd
i
tio
n
t
o
t
he
c
l
o
se
d
que
st
i
o
ns,
stude
n
t
s
w
e
re
a
sked
t
o
a
n
s
w
e
r
tw
o
ope
n
q
u
es
t
i
o
n
s
:
(
a
)
D
o
you
th
ink
t
h
ere
is
a
n
ee
d
to
u
se
s
m
a
rt
t
ech
n
o
l
o
gy
d
uri
n
g
lear
nin
g
?
(b
)
Wh
at
i
s
t
h
e
co
nt
rib
u
t
io
n
of
t
e
c
h
n
o
l
ogy
o
l
e
arni
ng
?
2.
4.3
Focu
s grou
p
s
The
pre
s
e
n
t
s
t
ud
y
use
d
s
i
x
f
oc
us
g
ro
u
p
s,
t
hre
e
i
n
eac
h
of
t
he
c
lasse
s,
w
it
h
a
p
pro
x
i
m
ately
ni
n
e
stude
n
t
s
in
e
ac
h
grou
p,
b
o
t
h
bo
ys
a
nd
girl
s.
T
he
d
ura
tio
n
of
t
h
e
disc
uss
i
on
i
n
ea
c
h
f
oc
us
g
ro
up
w
a
s
a
b
o
u
t
4
5
minu
tes.
T
he
d
i
s
cuss
io
ns
i
n
the
f
o
c
u
s
gr
ou
ps
w
ere
re
corde
d
a
n
d
transc
ri
bed.
T
h
e
d
i
s
c
u
s
s
i
o
n
i
n
clu
d
e
d
que
st
ions
s
uc
h
as:
D
e
sc
ri
be
t
he
s
ur
vey
a
n
d
w
h
a
t
y
o
u
d
i
d
.
Wha
t
w
as
s
u
r
prisin
g
i
n
t
he
s
urve
y
?
W
hat
w
a
s
di
ffic
ul
t
i
n
t
he
s
ur
ve
y
?
W
ha
t
sh
ou
ld
w
e
ke
e
p
o
r
c
h
a
nge
n
ex
t
yea
r
?
W
ha
t
woul
d
you
r
e
c
o
m
me
n
d
for
n
e
x
t
yea
r
?
T
h
ese
q
u
e
s
ti
o
n
s
w
e
re
d
e
s
i
g
ne
d
t
o
a
l
l
o
w
st
ude
n
t
s
t
o
d
eve
l
o
p
a
di
sc
u
s
si
on
a
bou
t
t
h
e
i
r
e
x
p
e
ri
en
ces
a
nd
em
ptio
ns w
hile
c
a
r
ryin
g o
u
t
th
e
survey
[
20].
2.5
S
a
mp
le
&
d
ata an
alys
is
F
i
ft
y-tw
o
5
th
g
r
a
de
s
t
ude
n
t
s
w
h
o
used
m
o
b
i
l
e
pho
ne
s
a
n
d
t
h
e
G
I
S
a
ppli
c
a
tio
n
were
a
s
k
ed
t
o
th
e
answ
e
r
t
he
m
i
x
e
d
-m
et
ho
ds
q
ues
t
i
o
nna
ire
.
T
he
f
i
n
d
i
ngs
w
ere
anal
yz
e
d
u
s
i
ng
p
r
i
m
ar
y
and
se
c
o
ndar
y
c
od
in
g
and
cate
g
or
y cr
eati
on [19]
.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Th
is
s
e
c
tio
n
pr
esen
ts
t
he
f
i
n
d
i
n
g
s
from
the
a
n
al
ys
i
s
o
f
th
e
qua
nt
it
at
iv
e
qu
est
i
on
n
a
i
r
e
a
n
d
t
h
e
op
en
que
st
ions
a
nsw
e
red
b
y
5
th
g
ra
d
e
s
t
u
de
nts
w
h
o
c
o
n
d
u
cte
d
t
h
e
s
urve
y
as
p
ar
t
of
t
he
e
nviro
n
m
e
nta
l
p
ro
gra
m
i
n
F
a
l
c
on
S
c
h
o
o
l.
T
he
q
ue
st
io
n
n
aire
w
as
d
es
igne
d
to
e
xa
mi
ne
t
he
s
t
ud
ents
'
p
e
rc
e
p
t
i
on
s
o
f
t
he
i
nt
e
g
rat
i
o
n
o
f
mobi
le
p
h
o
n
es
a
nd
the
ne
w
app
l
i
c
a
t
i
on
a
s
p
ar
t
o
f
a
n
at
te
m
p
t
t
o
s
t
r
eam
line
the
sur
v
e
y
a
fter
2
2
ye
a
r
s.
T
he
fi
n
d
in
gs
a
re
b
a
s
ed
o
n
a
c
o
m
b
ina
t
i
o
n
o
f
bot
h
qua
n
tita
t
i
ve
a
nd
q
u
a
lita
t
i
ve
f
in
d
i
n
g
s.
S
ince
the
qua
lita
t
i
v
e
ana
l
ys
is
d
is
co
v
e
r
e
d
add
i
tio
na
l
cate
gor
i
e
s
t
h
at
h
ad
n
ot bee
n
i
n
c
l
u
ded
i
n
t
he
qua
n
t
i
t
a
t
ive que
stio
n
n
aire
,
I
adde
d
them
at
the
e
nd
of
t
he
sec
ti
o
n
.
The
s
i
x
se
c
t
io
ns
o
f
t
h
e
q
u
a
n
tita
t
i
ve
que
st
io
nna
i
r
e
are
pr
esente
d
in
F
igur
e
1.
T
hi
s
dat
a
s
how
s
tha
t
hi
gh
sc
ores
(
3.
37
a
n
d
h
i
gher
)
w
er
e
give
n
t
o
a
l
l
i
tem
s
w
hic
h
r
e
l
a
t
e
t
o
t
h
e
u
s
e
o
f
m
o
b
i
l
e
p
h
o
n
e
s
a
n
d
t
h
e
n
e
w
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Fi
fth
gr
ade
rs'
perc
e
p
t
i
ons
o
f
m
o
b
i
l
e
p
h
one
s an
d
G
I
S te
ch
n
o
l
ogy
(
A
di
v
G
a
l)
85
app
l
ica
t
i
o
n
i
n
a
pos
i
tive
m
a
nner.
L
ow
s
c
o
res
(1.
56
and
low
e
r)
w
ere
g
i
ve
n
t
o
t
w
o
i
te
ms
w
hic
h
r
ef
l
e
ct
e
d
nega
t
i
ve
a
s
p
ec
ts
o
f m
obi
l
e
p
h
one
a
n
d
a
p
p
us
a
ge
.
F
i
gur
e 1.
A
ve
rage
scor
e
of ca
teg
o
ries
f
o
u
n
d
in t
h
e
q
u
an
t
itat
i
ve
qu
e
sti
onn
a
i
re
3.1
C
o
mfor
tab
l
e
or
u
n
c
omf
o
r
t
ab
l
e
fe
e
lin
g
u
s
in
g a
mob
ile
p
h
o
n
e
and
t
he
n
ew
a
p
p
H
i
g
h
sc
o
res w
e
re
fo
u
n
d
f
or
t
h
e
c
omfort le
v
el
o
f us
in
g m
o
bile
p
h
o
n
es a
n
d
the
n
ew
a
pp
l
i
c
a
tio
n (3.
88)
,
as
c
ompa
red
t
o
t
he
l
ow
s
c
o
re
(
1.55)
f
ou
n
d
f
or
t
he
d
isco
m
f
or
t
l
e
ve
l.
T
he
d
i
ffe
renc
e
i
n
q
ua
nt
i
t
a
t
i
v
e
grade
s
i
s
reinfor
ced
b
y
qua
lita
t
i
v
e
da
t
a
.
The
use
o
f
m
obile
p
h
o
n
e
s
,
incl
u
din
g
t
he
n
e
w
a
p
p
l
i
ca
ti
on
a
n
d
t
h
e
use
of
G
IS
,
d
i
d
not
s
u
r
p
r
i
s
e
t
h
e
ch
ild
re
n
.
A
l
t
h
oug
h
t
h
ey
d
i
d
not
kno
w
t
h
e
a
p
p
lica
tio
n sp
e
c
i
fica
l
l
y,
it
se
em
s
tha
t
t
he
u
se
o
f
a
ne
w
ap
p
is
n
ot
a
l
i
e
n
t
o
t
h
e
m
,
a
s
a
num
be
r
of
s
t
ude
n
t
s
s
a
id
:
"
B
e
c
a
u
s
e
we
k
no
w
al
l
the
t
ech
nol
og
i
e
s
re
al
ly
w
e
ll"
;
"
C
hil
d
re
n
un
de
rst
a
n
d
t
ec
h
n
o
lo
gi
ca
l
dev
i
ce
s
m
o
re
t
han
w
r
i
t
t
e
n
t
e
x
t
s",
a
nd
"
b
ecau
s
e
w
e
are
pa
rt
o
f
a
tech
n
o
l
o
gic
a
l
gener
a
tio
n.
"
I
t
i
s
e
v
i
d
e
n
t
t
h
at
t
he
y
w
e
r
e
s
el
f-c
o
nf
id
e
n
t
a
n
d
fe
l
t
c
om
forta
b
le
i
n
t
h
e
tec
h
n
o
l
og
ica
l
w
o
rld
an
d
t
h
e
pos
si
b
i
l
ity
o
f
o
p
er
at
i
n
g
t
h
e
ne
w
appl
i
c
a
t
i
on.
I
n
conc
lusi
o
n
,
it
c
a
n
b
e
sai
d
t
hat
the
s
t
u
d
e
n
ts
f
e
l
t
com
f
orta
b
l
e
u
s
in
g
m
o
bi
l
e
p
h
one
s
a
nd
t
h
e
n
e
w
app,
a
n
d
d
id
n
ot
s
e
e
m
t
o
fee
l
unc
om
fo
rtab
le
a
s
a
r
e
sult
of
us
i
n
g
t
h
em
.
Le
arni
ng
a
b
o
u
t
t
he
a
p
p
l
i
c
a
t
ion
in
t
heory
o
n
l
y
dur
in
g
sc
ho
o
l
h
o
u
rs,
w
i
t
h
n
o
pra
c
t
i
cal
e
x
p
e
r
ience
,
di
d n
o
t ca
u
s
e stu
d
e
n
t
s
to fee
l
u
nc
omf
o
rtab
le
a
bo
u
t
u
s
i
n
g
it
dur
ing
t
h
e a
f
te
rno
on
su
r
v
ey
.
3.2
Po
si
t
i
v
e
o
r neg
a
t
iv
e
a
s
p
e
cts o
f
t
he
u
se
o
f a
mo
bile
pho
n
e
a
nd
t
he
a
p
p
l
i
ca
ti
o
n
The
p
o
s
i
t
i
ve
a
s
p
e
c
t
s
o
f co
nd
u
c
ti
n
g
t
he s
urve
y usi
ng mo
b
ile
p
h
o
n
es
a
nd
t
h
e
n
ew
a
p
p
l
i
c
a
t
i
o
n
re
ce
iv
ed
an
a
ver
a
ge
s
c
o
re
o
f
3.
88,
a
s
c
o
mpa
r
ed
t
o
t
h
e
low
sc
or
e
(1.56)
g
i
v
e
n
t
o
t
h
e
ne
ga
t
i
ve
a
spec
ts.
The
stude
n
t
s
ofte
n
re
fer
r
ed
t
o
p
o
s
iti
ve
o
r
nega
tive
as
pec
t
s
of
c
o
n
duc
ti
ng
t
h
e
surve
y
u
s
i
n
g
m
o
b
i
l
e
pho
ne
s
a
n
d
t
h
e
new
a
p
pli
c
at
ion
i
n
t
h
e
c
ont
e
x
t
of
t
h
e
i
r
s
t
udi
e
s
.
M
o
st
o
f
t
h
e
posi
t
i
ve
a
spe
c
t
s
t
h
at
t
he
s
t
u
d
e
n
t
s
me
nti
one
d
r
e
late
t
o
the
le
arn
i
n
g
p
r
o
c
e
ss.
T
he
qua
lita
t
i
ve
a
na
ly
si
s
als
o
s
how
s
t
h
e
s
tude
nts
'
p
o
s
i
tive
a
tti
t
u
d
e
s
t
o
w
a
r
d
s
t
h
e
u
s
e
o
f
mobi
le
pho
ne
s
and
t
h
e
new
app
l
ica
t
i
o
n.
T
he
f
in
d
i
n
g
s
pre
s
e
n
t
t
h
e
p
os
i
tive
as
pec
t
s
o
f
c
ond
uc
ti
ng
t
h
e
surve
y
us
i
n
g
mob
ile
p
h
o
ne
s an
d
the
ne
w
app
lica
t
i
o
n,
f
ol
l
o
w
e
d b
y
t
he
ne
g
a
ti
v
e
a
sp
ec
ts.
3.2.
1
Po
si
ti
v
e
a
spec
ts: di
v
e
r
s
i
t
y
,
l
ea
r
n
i
n
g
ex
pe
ri
e
n
ce
,
ti
m
e
uti
l
i
za
t
ion
an
d
c
o
mfor
t
The
st
u
d
en
ts
e
x
p
r
e
sse
d
a
variet
y
of
p
os
iti
v
e
a
r
gume
n
t
s
r
e
l
a
t
e
d
t
o
t
he
u
s
e
o
f
m
o
b
i
l
e
p
h
one
s
an
d
a
new
G
I
S
appl
i
c
a
t
i
o
n
re
l
a
t
e
d
t
o
t
he
s
urve
y
as
p
art
o
f
t
he
l
ea
rn
i
n
g
p
r
o
ce
ss
in
t
h
e
e
n
v
ir
onm
en
ta
l
ed
uc
a
tio
n
pro
g
ra
m.
F
irst,
t
h
e
s
t
u
d
e
n
t
s
r
e
f
er
red
to
d
i
v
e
r
sity:
"It'
s
a
dif
fer
e
nt
t
y
p
e
of
l
e
a
rni
ng"
a
n
d
"
It
t
a
k
es
u
s
ou
t
of
t
he
sch
o
o
l
r
o
u
t
i
ne
."
T
he
u
se
o
f
m
obi
le
p
h
o
n
es
a
nd
th
e
new
a
pp
a
l
s
o
cause
d
inter
e
st
a
m
o
ng
the
students,
a
s
reflected in
their answer
s
:
"...t
he more
intere
sting it i
s
to l
ea
r
n
"
and "…
t
h
e
m
o
re int
e
r
es
ti
n
g
i
t is, t
he
m
ore
fu
n
i
t
w
i
l
l
m
a
k
e
t
h
e
s
u
r
v
e
y
.
"
I
n
a
d
d
i
t
i
o
n
,
t
h
e
s
t
u
d
e
n
t
s
f
e
e
l
t
h
e
l
e
arni
ng
e
x
per
i
e
n
ce
ha
s
be
en
i
mpr
o
ved
a
s
a
r
e
s
ult
o
f
m
obi
l
e
phon
e
i
n
t
e
g
r
a
t
i
o
n
a
n
d
th
e
n
e
w
ap
pli
c
a
t
ion
:
"
Ma
k
i
ng
t
h
e
le
ar
ni
n
g
e
xperie
n
c
e
m
or
e
fu
n
a
n
d
t
h
us
mor
e
c
hi
ldre
n
w
i
l
l
p
a
r
ti
c
i
pa
t
e
";
"
Be
cause
t
hi
s
a
p
p
is
m
o
r
e
expe
ri
e
n
ti
al
";
a
n
d
"Usi
ng
t
ec
h
nol
ogy
i
s
ea
si
e
r
,
si
m
p
ler
an
d
m
o
re
f
un
.
"
A
n
o
t
her
a
s
pec
t
o
f
l
e
arni
ng
t
ha
t
t
h
e
st
ud
e
n
t
s
m
en
ti
o
n
ed
w
a
s
t
im
e
u
t
i
liza
tio
n:
"
It
a
l
s
o
ma
kes
the
s
u
r
v
ey
m
ore
ef
fi
cien
t
bec
a
u
s
e
t
h
e
r
e
are
alm
o
st
n
o
pro
b
l
em
s
w
ith
t
he
a
p
p
l
i
ca
tio
n.",
a
nd
"
The
app
l
ica
t
i
o
n
ma
de
t
he
s
urve
y
m
o
re
r
a
p
i
d
.
"
A
f
our
th
pos
it
iv
e
aspe
c
t
t
h
a
t
the
st
ud
en
t
s
n
o
t
e
d
i
s
th
e
co
nv
en
i
e
n
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
81
- 8
9
86
of
w
or
ki
n
g
w
i
t
h
t
he
m
o
b
ile
p
ho
ne
a
nd
t
h
e
n
e
w
app
l
i
c
a
t
i
on,
r
athe
r
t
h
an
c
o
n
d
u
c
t
i
n
g
t
h
e
s
u
rve
y
w
i
t
h
pa
ge
s
t
h
at
are
"l
e
ss
c
o
nv
enie
n
t
a
n
d
m
o
r
e
te
dio
u
s.
I
t
i
s
e
asier
t
o
w
ri
te
e
v
er
yth
i
n
g
on
a
p
h
o
n
e
a
n
d
n
o
t
o
n
pa
ge
s".
A
n
in
t
e
rest
i
ng
c
o
n
c
lusi
o
n
i
s
the
f
o
ll
ow
i
n
g
st
u
d
e
n
t
'
s
q
u
o
te
:
"It
'
s
very
c
ha
l
l
e
n
gi
ng
a
n
d
a
l
ot
o
f
fu
n
to
l
e
a
r
n
b
e
c
a
use
it's
s
o
me
th
ing
w
e
do
n
o
t
d
o
a
t
sc
ho
o
l
a
nd
i
t
'
s
a
l
so
d
iffere
nt
f
rom
our
r
ou
t
i
ne."
T
he
i
dea
t
h
a
t
t
he
u
se
o
f
tech
n
o
l
o
gy
i
s
s
t
i
l
l
p
erc
e
ive
d
by
th
e
stu
d
e
n
ts
a
s
a
de
pa
rture
fr
om
r
out
ine
i
s
s
urpr
i
s
i
ng,
b
ec
a
u
se
o
f
the
con
s
i
d
era
b
l
e
i
nve
stme
nt
b
e
i
ng
ma
de
i
n
t
h
e
sc
h
ool
t
o
i
n
t
e
gra
t
e
t
ec
h
nol
og
y
in
g
e
n
e
r
al
a
nd
t
h
e
e
n
vir
o
nm
en
t
a
l
educ
a
t
i
o
n pro
g
r
am
i
n part
icu
l
ar
.
H
o
w
e
ve
r, it is p
oss
i
ble t
h
a
t
t
he s
t
u
de
nt
v
ie
w
s
t
he in
t
e
g
rati
o
n
o
f la
p
t
o
p
s as an
in
t
e
gral
p
a
r
t
of
t
he
l
e
a
r
n
i
n
g
sys
t
e
m
,
and
t
h
e
use
of
m
o
b
i
l
e
ph
o
nes
a
nd
the
app
lica
t
i
on
t
h
at
h
as
not
y
e
t
b
e
e
n
do
ne
i
n
t
h
e
sc
ho
o
l
i
s
perc
ei
ved
a
s
a
d
epa
r
ture
f
r
o
m
rou
tine
.
I
n
c
o
n
c
l
u
s
ion,
t
h
e
s
tude
nts
e
xpresse
d
m
a
n
y
pos
it
ive
a
r
gu
me
nts
t
h
a
t
s
up
por
t
the
i
n
t
e
gr
ati
o
n
of
m
o
b
ile
p
ho
ne
s
a
n
d
t
h
e
new
a
p
p
l
ic
ati
on
as
p
ar
t
of
t
he
surve
y
,
w
h
ich
is
a
n im
porta
n
t
pa
r
t of
t
he
st
u
d
e
nt
s
'
l
ear
nin
g
p
r
ogram
.
3.2.
2
N
e
gat
ive
aspe
cts:
s
ocial ine
qualit
y
a
nd techn
o
lo
gi
c
a
l
pro
b
lems
S
o
me
o
f
t
h
e
s
t
ude
nts
w
ho
h
a
ve
u
se
d
m
o
b
i
le
p
h
o
n
es
a
n
d
t
he
n
ew
a
p
p
l
i
c
a
t
ion
a
l
so
d
i
s
c
overe
d
a
numbe
r of d
isa
dva
n
t
age
s
i
n a
p
p
l
yi
n
g
th
i
s
i
nno
va
t
i
ve
t
ec
h
n
o
l
o
gy
d
u
ri
n
g
t
he
s
urve
y
.
Soc
i
a
l i
n
e
q
ua
l
ity
The
firs
t
disa
d
v
an
ta
ge
s
t
e
ms
from
t
h
e
se
nse
of
i
ne
qua
l
i
t
y
.
A
l
t
h
oug
h
mo
st
o
f
t
h
e
stu
d
e
nt
s
h
a
d
t
h
ei
r
ow
n
m
o
bile
p
ho
nes
(7
2%
),
a
num
ber
o
f
s
t
ude
n
t
s
d
i
d
n
o
t
(
28%).
S
t
ude
n
t
s
w
ho
d
i
d
not
h
a
v
e
m
o
b
i
l
e
p
h
o
n
es
fe
lt
u
n
com
f
ort
a
ble
ab
o
u
t
ha
v
i
n
g
t
o
use
t
h
ei
r
frien
d
s
'
p
ho
ne
s,
a
s
one
o
f
t
h
e
s
t
ude
n
t
s
not
e
s
:
".
..
but
d
ur
ing
t
h
e
surve
y
I
d
i
d
n
ot
h
a
v
e
a
p
h
o
n
e
a
nd
it
w
a
s
a
bi
t
a
n
n
o
y
i
n
g
b
eca
use
a
l
m
o
s
t
eve
r
y
one
h
a
d
a
nd
I
ha
d
t
o
u
se
m
y
frie
nd
's
pho
ne
".
S
t
ude
n
t
s
w
ho
ha
d
a
m
o
b
i
le
p
h
o
n
e
a
l
s
o
s
ense
d
t
h
e
l
a
c
k
o
f
s
o
c
i
a
l
e
q
u
a
l
i
t
y
,
a
s
o
n
e
o
f
t
h
e
m
no
tes
:
"
I
fe
lt
u
n
com
f
orta
bl
e
t
h
at
m
y
fr
ien
d
did
n
o
t
h
a
v
e
a
ph
o
n
e.
"
D
e
spit
e
the
c
o
o
p
er
at
i
o
n
a
nd t
h
e
cre
a
tio
n
o
f
wo
rk
g
roup
s
wh
ere
t
h
e
p
r
e
s
e
n
ce
o
f
a
mobi
l
e
p
h
o
n
e
w
as
e
n
s
u
r
ed
,
t
he
s
t
ude
n
t
s
w
ho
d
i
d
n
o
t
h
a
v
e
t
h
e
m
f
e
l
t
unc
om
fortab
le,
w
h
ich
is
n
o
t
s
urpris
ing
.
T
e
chno
l
ogic
a
l
prob
le
m
s
S
t
ude
n
t
s
w
e
re
a
ble
t
o
p
oi
nt
o
u
t
a
l
l
t
h
e
d
isa
d
va
nta
g
e
s
o
f
us
ing
tec
h
n
o
lo
gy
a
r
i
s
in
g
from
com
m
unic
a
t
io
n
pro
b
l
e
m
s:
"
Be
ca
use
i
f
t
he
r
e
i
s
no
I
n
t
erne
t
it
ge
t
s
stuck.
",
o
r
"Ther
e
a
re
t
asks
t
hat
need
I
n
t
e
r
n
e
t
a
n
d
w
e
d
o
n
’
t
a
l
w
a
y
s
h
a
v
e
i
t
.
"
A
n
o
t
h
e
r
p
r
o
b
l
e
m
w
h
i
c
h
t
h
e
s
t
u
d
e
n
ts
h
a
d
t
o
dea
l
w
as
t
he
l
ac
k
of
d
ata
rete
n
t
i
o
n:
"
In
m
y
grou
p,
t
h
r
ee
ho
use
s
w
er
e
dele
t
e
d
an
d
w
e
s
tart
ed
a
gain
a
nd
this
d
elayed
u
s.",
o
r
"...
s
o
w
e
con
t
in
u
e
d w
i
t
h
t
he
p
rob
l
em
a
nd
the
n it
w
a
s
n
o
t
se
n
t a
n
d
i
t
ju
s
t
c
reat
e
s
u
np
l
easa
n
tn
e
ss be
ca
u
s
e
yo
u
real
ly
t
ri
ed
a
n
d
t
h
e
n
i
n
t
h
e
e
n
d
i
t
w
a
s
n
o
t
s
e
n
t
a
t
a
l
l
.
"
A
f
u
r
t
h
e
r
p
r
o
b
l
e
m
w
a
s
l
ack
o
f
t
e
ch
ni
cal
s
u
ppo
rt
d
u
r
i
n
g
the
aft
e
rn
o
o
n
s
u
rv
ey:
"Be
cause
I
h
ad
a
p
r
o
b
l
e
m
w
i
t
h
the
a
ppl
ica
tio
n
a
n
d
t
he
t
e
a
c
h
ers
c
o
uld
n
o
t
alw
a
ys
b
e
ava
ila
b
l
e.
",
o
r
"Bec
a
u
se
s
om
eth
i
ng
di
d
n
o
t
w
o
rk
f
or
u
s
i
n
t
he
a
pp
l
i
c
a
t
i
on
a
nd
it
w
a
s
har
d
t
o
dea
l
w
it
h
it
alo
n
e.
"
A
four
th
p
ro
b
l
em
w
a
s
frust
r
a
t
i
on
as a
r
esult
of
u
se of
th
e
m
o
bi
l
e
p
ho
ne
a
nd
t
h
e n
e
w
appl
i
c
a
t
io
n
:
"
Bu
t
ou
t
o
f
a
l
o
t
o
f
ho
uses
w
he
re
w
e
did
the
sur
v
ey,
w
e
s
a
w
onl
y
tw
o
h
ouse
s
on
t
h
e
m
a
p
and
it
w
a
ste
d
a
l
o
t
o
f
ti
m
e
.
"
A
n
o
t
h
er
p
ro
ble
m
raise
d by t
h
e s
t
u
d
e
n
ts was
f
ear
t
hat
the
m
ob
i
l
e
ph
one’
s
ba
ttery
w
ill no
t
a
l
low
t
h
em
to
com
p
le
te
t
he
s
urve
y
due
t
o
its
s
hort
life
spa
n
:
"
B
u
t
t
he
p
h
one
c
a
n
r
u
n
o
u
t
o
f
b
a
t
t
e
r
y
.
"
,
o
r
"
B
u
t
t
h
e
r
e
a
r
e
a
l
s
o
pro
b
lem
s
w
he
n
the
ba
t
t
e
r
y
e
nds."
I
t
is
a
p
p
a
r
e
n
t
t
h
a
t
t
he
s
tude
n
ts
e
x
p
e
r
ie
nce
d
a
v
arie
ty
o
f
tech
n
i
ca
l
pr
oble
m
s
i
n
usin
g
a
d
v
a
nce
d
t
ec
hnol
og
y b
a
se
d
on
mo
b
i
l
e
p
hon
e
s
and
th
e
n
ew
ap
p
l
i
ca
t
i
on.
3.3
Motivation
f
or
l
earn
ing
The
h
i
gh
sc
or
e
of
t
h
i
s
para
me
t
e
r
(3.37)
i
s
s
u
p
por
t
e
d
b
y
t
h
e
f
i
n
din
g
s
f
rom
t
h
e
qu
a
lit
a
t
iv
e
a
n
a
l
y
s
is.
Ma
ny
s
t
ude
n
t
s
r
e
fe
rre
d
to
t
h
i
s,
a
m
ong
ot
h
e
r
th
i
n
gs
c
l
a
im
ing
t
h
a
t
t
h
e
u
s
e
of
m
ob
il
e
p
hon
e
s
a
nd
t
h
e
n
e
w
app
l
ica
t
i
o
n
e
n
coura
g
ed
m
o
t
i
v
at
ion
:
"
T
h
e
chi
l
d
ren
ar
e
mor
e
i
nt
e
r
este
d
an
d
i
t
g
i
v
es
t
he
m
a
des
i
re
t
o
be
part
ne
rs
b
e
c
a
u
se
t
he
p
ho
ne
a
nd
o
t
h
e
r
t
e
c
h
no
log
i
es
a
r
e
h
y
p
n
o
t
i
z
i
n
g
,
an
d
this
can
c
a
u
se
it.
",
o
r
"...m
o
re
in
t
e
reste
d
i
n
t
h
e
m
a
teria
l
a
n
d
i
t
m
a
de
m
e
w
a
nt
t
o
s
u
cc
e
e
d
m
o
re
a
n
d
grea
t
l
y
he
lpe
d
i
n
un
der
s
ta
n
d
i
n
g
t
he
ma
terial.
"
T
he
se
q
u
o
t
e
s
i
ndi
c
a
te
t
h
e
ir
m
o
t
iva
t
io
n
t
o
c
o
n
duc
t
t
h
e
sur
v
ey,
an
d
in
f
a
c
t
s
t
ud
y,
w
he
n
the
curr
i
c
u
l
um
i
nc
lude
d t
h
e
use
of
m
obile
p
h
one
s
and
the ne
w
a
p
p
lic
at
ion
.
3.4
Th
e
c
o
n
t
r
i
b
u
t
io
n
of
t
e
c
h
n
olog
y
as
a
p
ed
ag
o
g
i
c
a
l
t
ool
-
cre
atin
g
a
d
at
ab
ase,
a
s
a
su
b
s
titu
te
f
or
w
r
i
t
i
n
g
,
a
s
a
d
i
ff
e
r
e
n
t
t
y
pe
o
f
l
e
a
r
n
i
ng
a
n
d
de
v
e
l
o
pi
ng
a
s
e
n
s
e
of
ab
il
i
t
y to
d
e
a
l
with
tec
hn
olog
y
Thi
s
a
sp
ect
h
as
t
h
e
h
i
g
h
e
st
s
co
re
(
3
.
9
6
)
.
T
h
e
qu
al
it
a
tiv
e
an
a
l
y
sis
contr
i
butes
to
t
hi
s
se
c
t
ion
in
f
ou
r
di
ffe
re
nt w
a
y
s
.
T
h
e
adva
n
t
a
g
e
of
us
i
n
g
t
e
c
h
n
o
l
o
gy as
a t
o
o
l
to cre
a
te
a da
t
a
b
a
se
The
s
t
u
d
e
n
ts'
appr
oac
h
t
o
t
h
e
new
t
e
c
h
no
l
o
g
y
a
s
a
t
o
o
l
h
as
a
dva
n
t
age
s
i
n
cr
eati
n
g
a
data
ba
se
t
hat
inc
l
ude
s
a
v
a
ri
ety
o
f
item
s
f
o
r
a
ll
s
tage
s
of
d
ata
b
a
s
e
or
gan
i
za
ti
on
a
nd
p
re
sen
t
at
i
on.
T
he
f
irs
t
s
ta
ge
o
f
c
r
ea
t
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Fi
fth
gr
ade
rs'
perc
e
p
t
i
ons
o
f
m
o
b
i
l
e
p
h
one
s an
d
G
I
S te
ch
n
o
l
ogy
(
A
di
v
G
a
l)
87
a
data
base
i
s
c
o
l
l
ec
tin
g
i
n
for
m
a
t
io
n.
S
tude
nt
s'
c
ontr
i
b
u
t
i
ons
t
o
t
h
is
s
ta
g
e
i
nc
lu
de
d,
a
mon
g
o
t
h
er
t
h
i
ngs,
th
e
fo
l
l
ow
i
n
g
exa
m
ples
:
"I
t
’
s
more
e
ffec
ti
ve
b
eca
u
s
e
t
h
e
re
su
lt
is
sent
s
t
r
a
i
ght
t
o
th
e
co
mp
ut
er",
o
r
"d
i
r
e
c
t
me
ssages".
N
ot
o
n
l
y
the
da
t
a
c
ol
lec
t
i
o
n
a
dva
n
t
age
s
a
re
i
de
n
t
i
f
i
e
d
b
y
stu
d
e
n
ts,
b
u
t
a
l
s
o
orga
niz
a
tio
n
o
f
in
form
atio
n
in
t
he
d
a
t
a
b
ase
:
"
It
fra
me
s
the
in
fo
rma
t
io
n
in
a
q
u
ic
k
a
n
d
c
o
n
v
en
ie
nt
w
ay.
"
,
or
"
A
l
l
t
h
e
in
form
ation
g
o
e
s
straig
h
t
t
o
t
h
e
ta
ble
a
nd
i
s
a
rrange
d."
The
st
u
d
en
ts
w
e
r
e
a
l
s
o
a
ble
to
i
de
nti
f
y
t
h
e
fi
nal
sta
g
e
o
f
o
rg
ani
z
ing
th
e
i
n
fo
rmat
io
n
in
a
d
a
t
aba
s
e
:
"
Th
e
d
a
t
a
can
b
e
o
rga
n
iz
ed
i
n
a
gra
p
h
m
o
re
quic
k
ly,
an
d
i
t
i
s
a
l
s
o
e
a
s
i
e
r
t
o
k
n
o
w
w
h
a
t
t
h
e
a
n
s
w
e
r
s
a
r
e
.
"
C
o
l
l
e
c
t
i
n
g
,
o
r
g
a
n
i
z
i
ng
a
n
d
p
r
e
sen
t
i
n
g
i
n
for
m
ation
as
p
ar
t
of
t
h
e
cre
a
ti
on
o
f
a
d
a
taba
se,
as
e
xp
re
sse
d
i
n
the
s
t
ude
n
t
s' q
uo
t
a
t
i
on
s,
i
s
surpr
i
sing
i
n
light
o
f
t
h
e use
of
p
r
o
fe
ssio
n
a
l
conc
e
p
ts
i
n w
h
ich
the
st
u
d
en
t
s
e
xpre
s
se
d t
h
e
i
r
kn
ow
l
e
dge,
nam
i
n
g
c
o
n
cept
s
f
ro
m t
h
e doma
i
n
o
f
d
at
ab
ases.
T
h
e
adva
n
t
a
g
e
of
us
i
n
g t
e
c
h
n
o
l
o
gy
as a
su
bs
t
i
t
u
t
e
for writ
in
g
w
ith pe
nci
l
a
nd no
teb
o
o
k
O
n
e
o
f
t
he
r
eason
s
the
st
ude
nt
s
e
xpresse
d
t
h
eir
des
i
re
t
o
u
s
e
m
obi
le
p
hone
s
a
n
d
t
h
e
ne
w
a
pplica
tio
n
w
h
i
l
e
c
ond
uc
ti
ng
the
s
u
rve
y
w
as t
o
ge
t a
r
o
u
nd us
i
ng pe
nc
il
and
pa
per,
i.e
. t
o
av
o
i
d w
r
it
i
n
g
:
"
Beca
use
it
's a
b
i
t
ted
i
ou
s
t
o
w
ri
te
on
a
pa
ge
a
n
d
y
o
u
h
a
v
e
to
f
in
d
s
o
me
thi
n
g
t
o
p
u
t
o
n
t
he
p
age
.
",
o
r
"Y
ou
do
n
o
t
ha
ve
t
o
w
r
ite
all
t
h
e time
.
"
A
d
d
i
t
i
ona
l
r
e
a
s
on
s
rela
ted t
o
t
he use o
f
pe
nc
il
a
nd pape
r
in
clu
d
e
d
:
"O
ur
h
andw
ri
t
i
ng is
u
ncle
ar"
and
"S
om
et
ime
s
t
he
w
rit
i
ng
is
t
o
o
s
ma
l
l
a
nd
the
te
ac
he
rs
c
an’t
see
w
h
a
t
’
s
w
r
i
tte
n.
"
In
t
he
c
ur
rent
r
ea
l
i
t
y
,
wher
e
most
s
t
u
den
t
s
ma
ke
d
a
i
ly
u
se
o
f
m
o
bile
p
hones,
it
should
n
o
t
b
e
s
u
r
p
ris
i
n
g
t
ha
t
the
y
f
in
d
it
d
iffic
u
l
t
t
o
w
r
ite
w
i
t
h
a pe
nci
l
.
D
iffe
re
nt le
ar
n
e
rs
A
n
i
nte
r
est
i
n
g
p
oin
t
s
om
e
of
t
he
s
t
u
d
e
n
t
s
raise
d
i
s
t
h
e
i
r
a
t
t
i
t
ude
t
o
w
ar
d
cla
s
sr
oo
m
le
arni
n
g
,
sp
e
c
i
f
i
cal
l
y
t
he
i
nt
e
g
ra
t
i
on
o
f
t
e
c
h
nol
ogy
a
s
a
l
e
a
r
n
i
ng
t
oo
l
.
S
o
m
e
s
t
u
d
e
n
t
s
argue
d
t
h
at
t
ec
h
n
o
l
og
y
c
a
uses
cog
n
i
t
i
ve
d
e
v
e
l
o
p
me
n
t
:
"
B
ec
a
u
se
i
nform
a
ti
on
ge
ts
i
nt
o
yo
ur
h
e
a
d
b
et
ter
w
h
e
n
y
ou
lea
r
n
from
y
our
p
ho
ne
o
r
c
o
mp
ut
er.",
o
r
"
I
a
l
so
t
hi
nk
t
ec
h
nol
ogy
c
an
d
ev
elo
p
a
b
e
tte
r
w
a
y
of
t
hi
nk
ing
.
"
Cl
e
a
r
l
y
,
so
me
o
f
th
e
st
u
d
e
nt
s
fe
el
t
h
a
t
tec
h
n
o
lo
gy
ca
n
i
m
p
r
ove
l
ea
r
n
in
g
and
de
vel
o
p
t
h
in
ki
n
g
,
a
nd
tha
t
l
ear
ni
ng
w
i
t
h
t
e
c
h
n
o
l
ogy
w
ill
ac
hi
e
v
e
bet
t
er
e
duca
tio
na
l
o
u
t
com
e
s.
H
ow
ever
,
other
s
d
i
d
n
o
t
s
e
e
t
e
c
h
n
o
lo
gy
a
s
a
t
o
o
l
t
ha
t
c
o
u
l
d
he
lp
t
he
m
in
t
he
d
e
v
el
o
p
me
n
t
o
f
lea
r
ni
ng:
"
B
e
ca
us
e
t
h
e
r
e
are
c
h
i
l
d
re
n
wh
o
a
r
e
l
e
s
s
c
o
m
f
o
r
t
a
b
l
e
t
o
d
o
t
h
i
s
t
e
c
hno
log
i
ca
lly
.",
o
r
"
On
p
ap
e
r
I
g
et
b
ett
e
r
in
fo
rma
t
io
n
.
"
In
c
o
n
c
l
us
i
on,
i
t
see
m
s
tha
t
s
tu
de
nt
s
'
o
p
i
ni
o
n
s
ar
e
di
vide
d
r
e
gar
d
ing
t
h
is
i
ss
ue.
S
o
m
e
a
dvoc
a
t
e
tech
n
o
l
o
gy
a
s
a
t
o
o
l
tha
t
c
an
h
el
p
s
t
ude
n
t
s
de
v
e
l
o
p
c
o
gn
it
ive
l
y,
w
h
i
l
e
ot
her
s
f
e
e
l
tha
t i
t
is m
o
re
conve
nie
n
t
to
u
se tra
di
t
i
o
n
a
l
le
a
rni
ng t
o
ol
s.
Cha
l
len
g
e
a
nd
dev
e
l
o
p sel
f
-e
ff
icac
y t
o
de
a
l
wit
h
te
c
h
n
o
l
og
ie
s
Th
e
u
s
e
o
f
m
ob
il
e
p
hon
e
s
a
nd
t
h
e
n
e
w
a
nd
u
nf
amil
i
a
r
a
ppl
i
c
atio
n
e
n
a
b
l
e
d
s
o
m
e
s
t
u
d
e
n
t
s
t
o
f
e
e
l
t
h
e
cha
lle
ng
e
of
u
si
ng
tec
h
n
o
l
o
g
y
f
or
t
he
f
irs
t
t
ime
:
"
It
i
s
ver
y
c
ha
l
l
en
g
i
n
g
a
nd
grea
t
fu
n
t
o
l
ear
n,
b
e
c
a
u
s
e
i
t
i
s
some
thi
n
g
w
e
do
no
t
d
o
a
t
s
c
ho
ol
a
n
d
i
t
i
s
u
sua
l
ly
out
o
f
r
eac
h
."
T
he
n
e
w
a
pp
l
i
c
a
t
i
o
n
d
i
d
no
t
l
e
av
e
th
e
stude
n
t
s
i
n
differe
nt
:
"We
le
a
r
ned
t
o
d
e
a
l
w
i
t
h
t
h
e
a
p
p
l
i
c
a
t
i
o
n
a
n
d
t
h
e
t
ech
nol
ogy
.
.
.
".
T
h
e
e
x
a
mp
l
e
d
e
mo
nst
r
a
t
es
t
h
a
t
not
o
n
l
y
di
d
t
h
e
stud
e
n
t
s
n
o
t
r
emai
n
ind
i
f
f
e
r
e
n
t,
t
he
n
ew
a
pp
e
ve
n
enc
our
a
g
ed
t
hem
t
o
lear
n.
P
a
r
t
of
t
he
s
t
u
den
t
s'
m
oti
v
at
i
on
t
o
s
u
cce
ed
i
n
de
a
l
ing
w
i
t
h
t
h
e
ne
w
a
pplica
tio
n
st
e
m
m
e
d
fr
om
t
he
ir
des
i
re
t
o
pr
ov
e
t
h
e
m
se
lve
s
"
…so
the
y
c
an
s
e
e
t
ha
t
w
e
w
ere
m
o
re
profe
ssiona
l
.
"
In
c
o
n
cl
us
ion,
t
he
u
se
o
f
mobi
le
p
h
o
n
e
s
a
nd
the
ne
w
a
pplic
a
t
i
o
n
c
a
n
e
nha
nce
stu
d
e
n
ts
'
se
l
f-e
ffica
c
y
t
o
o
p
era
t
e
an
u
nk
now
n
app
l
ica
t
i
o
n:
"
Cop
i
ng a
l
one
w
ith m
ob
i
l
e
de
vi
ce
s is im
porta
n
t
".
3.5
T
h
e
con
t
ribu
tion
o
f t
echnolog
y
t
o life
and th
e
i
m
pact of tec
h
n
o
log
y
o
n
the
environ
m
en
t
Th
e
qu
al
it
a
tive
a
n
a
l
y
s
is
m
a
d
e
i
t
p
o
ssibl
e
to
l
e
a
rn
a
bou
t
th
e
st
ud
e
n
ts'
at
ti
tu
d
e
s
toward
s
t
w
o
ot
her
aspec
t
s
.
Th
e c
o
n
t
ribu
t
i
o
n
of
t
ech
nol
og
y t
o
lif
e
Th
e
stu
d
e
nt
s
ex
a
m
i
n
ed
t
h
e
u
se
o
f
t
e
c
hno
logy
a
n
d
i
t
s
p
ra
ct
ic
al
c
on
t
r
ib
ut
i
o
n
to
t
h
e
ir
d
a
i
ly
l
ive
s
i
n
t
h
e
prese
n
t
an
d
th
e
fu
ture.
The
i
r
r
e
fe
renc
e
to
t
he
c
o
n
t
ri
bu
tio
n
o
f
t
e
c
h
no
l
ogy
i
n
t
he
p
re
se
nt
c
a
n
b
e
seen
i
n
t
h
e
fo
l
l
ow
i
n
g
qu
o
t
e:
"
We
l
ea
rn
ed
t
o
w
o
rk
w
it
h
s
o
ftw
a
re
a
nd
te
c
h
no
lo
gy,
a
n
d
t
h
i
s
c
oul
d
c
ont
ri
bu
t
e
t
o
t
h
e
con
t
in
u
a
t
i
o
n
o
f
the
pro
j
ec
t
or
t
he
c
o
n
ti
nua
t
i
o
n
o
f
t
he
s
u
r
ve
y
s
.
"
A
s
m
ention
e
d
ab
o
v
e,
t
he
y
o
u
ng
s
t
ude
n
t
s
a
l
s
o
th
oug
h
t
a
bo
u
t
t
he
f
utur
e.
S
tu
den
t
s
are
aw
a
r
e
of
f
ut
ure
s
k
i
l
l
s
t
ha
t
w
i
l
l
h
e
l
p
them
c
ope
w
it
h
t
h
e
c
h
al
l
e
n
g
es
o
f
life.
F
or
e
xam
p
le
"
N
o
t
o
n
l
y
for
the
sch
o
o
l,
a
n
y
t
h
in
g
l
i
ke
t
ha
t
i
n
cre
a
se
s
th
e
amou
nt
o
f
k
n
o
w
l
e
dg
e
and
h
e
l
p
s
later
on i
n
l
i
f
e
.
" T
h
e
s
t
u
d
e
n
t u
nde
rs
t
a
n
d
s
t
h
at
the
s
ch
o
o
l
is o
nl
y a m
ode
l
fo
r the rest of t
h
e
i
r l
i
fe
, an
d
in s
c
hoo
l
stude
n
t
s
ar
e
ex
pec
t
e
d
t
o
re
ce
ive
t
h
e
t
o
o
l
s
t
h
at
w
i
l
l
he
lp
t
he
m
later
on
i
n
t
he
i
r
l
i
v
es.
The
s
e
exam
pl
es
i
l
l
u
s
t
r
a
te
tha
t
a
t
lea
s
t
s
o
me
o
f
t
h
e
s
t
ud
e
n
ts
m
ade
use
of
t
h
e
n
e
w
t
e
c
hn
o
l
o
g
y
b
a
s
ed
on
a
prac
tica
l
v
iew
of
t
h
e
ir
l
i
v
es
a
n
d
its
c
on
tri
b
uti
o
n
t
o
t
h
e
p
ro
je
c
t
,
as
w
e
l
l
as
a
f
utur
e
c
o
n
t
r
i
b
u
t
i
on
-
re
ce
iv
i
ng
to
o
l
s
t
o
d
ea
l
w
i
th
‘
r
eal’
life
fo
l
l
ow
i
n
g gra
d
ua
ti
on. The
se
s
tu
d
e
nts he
lp t
o
subs
ta
n
tia
te th
e
c
l
a
im t
h
a
t
o
n
e
of the
sc
h
o
o
l
's
goa
ls i
s to pr
o
v
i
de
them
w
it
h
pr
ac
tica
l
t
ool
s for cop
i
ng
w
i
t
h
l
ife
in
t
he fut
ure.
I
n
ad
di
t
i
on,
s
tu
den
t
s
w
e
re abl
e to
a
sso
c
i
a
te
t
he
u
s
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
81
- 8
9
88
of
t
e
c
h
no
log
y
an
d
the
new
a
p
p
lic
a
tio
n
w
ith
i
n
n
o
v
a
t
i
o
n
:
"
Ex
po
si
n
g
us
t
o
new
t
h
in
g
s
.
"
,
and
l
i
n
k
in
g
i
t
t
o
t
e
a
c
hi
n
g
in
nova
t
i
on
:
"We'
re
a
l
l
l
e
a
r
ni
ng
s
o
m
e
t
hi
n
g
n
e
w.".
T
o
su
m
u
p
,
w
e
c
a
n
s
e
e
t
h
a
t
s
o
m
e
o
f
t
h
e
s
t
u
d
e
n
t
s
view
s
c
hoo
l
a
s
a
p
repa
ratory
s
ta
ge
t
ow
ar
ds
l
i
f
e
i
n
t
he
d
i
g
i
t
al
e
r
a
i
n
w
hi
c
h
w
e
l
i
ve
,
a
n
d
w
h
ich
w
i
l
l
d
e
v
e
l
o
p
eve
n
m
ore
as they
bec
o
m
e
a
d
u
l
t
s.
T
e
chno
l
ogy a
n
d
t
h
e
e
n
v
i
ro
nm
e
n
t
O
n
e
of
t
he
p
oi
nts
ra
i
s
e
d
by
som
e
o
f
t
h
e
s
t
u
d
e
n
t
s
i
s
t
h
e
im
pa
ct
of
t
ec
hn
ol
og
y
o
n
t
he
e
nv
iro
n
m
e
nt
:
"I
t
is
n
ec
e
ssar
y
b
u
t
n
o
t
g
oo
d
t
h
a
t
t
o
pro
duce
e
l
e
c
tric
it
y
[w
hic
h
m
o
bi
l
e
p
h
one
s
cons
um
e]
w
e
ne
ed
t
o
c
o
n
t
a
m
inat
e
the
e
n
v
i
ro
nm
ent.",
o
r
"D
oes
no
t
w
a
ste
a
l
o
t
of
p
a
g
es.
"
,
and
"M
o
re
e
nv
ironm
en
ta
l
l
y
fri
e
nd
l
y
".
W
h
i
le
t
he
l
a
s
t
t
w
o
quo
t
e
s
s
how
a
d
i
r
e
c
t
li
nk
b
e
t
we
e
n
u
sin
g
t
h
e
ap
pli
cat
ion
a
n
d
re
duc
in
g pape
r
use
,
the
f
irst q
uota
tio
n
s
how
s
a
com
p
le
x
h
i
g
h
e
r
u
n
d
e
r
st
a
n
d
i
ng,
i
nc
lu
d
i
ng
a
n
i
n
d
irec
t
and
tria
n
g
u
l
a
r
r
e
l
a
t
i
ons
h
i
p
betw
ee
n
t
h
e
u
s
e
of
t
e
c
hno
log
y
,
e
n
e
rg
y
d
e
ma
nd
a
nd
e
nvi
ro
n
m
en
t
a
l
pol
lu
ti
o
n
,
c
re
at
e
d
a
s
a
r
esult
of
t
he
n
e
e
d
to
pro
duce
ele
c
t
ri
cit
y
.
To
s
u
m
up
the
fi
n
d
i
n
gs,
it
i
s
appa
re
nt
t
ha
t
the
s
t
u
d
e
n
ts
e
v
a
lua
te
t
he
u
se
o
f
mo
b
ile
p
ho
nes
a
nd
t
h
e
new
ap
p
lica
t
io
n
p
o
s
i
tive
l
y,
b
ut
a
t
t
h
e
sam
e
t
ime
t
h
ey
d
em
o
n
s
t
r
a
t
e
d
c
r
i
t
i
c
al
t
hin
k
in
g
skil
l
s
a
nd
poi
nt
ed
o
u
t
t
h
e
di
ffic
ul
t
i
e
s
i
n
usin
g
mo
b
ile
p
ho
nes
an
d
t
h
e
ne
w
a
p
p
lica
t
io
n.
I
t
i
s
i
n
tere
s
t
i
n
g
to
n
o
t
e
t
h
e
i
m
porta
nce
of
t
he
u
s
e
o
f
mo
b
il
e
p
hone
s a
n
d
th
e n
e
w a
p
p
l
i
c
ati
o
n
f
o
r
t
h
e
i
r a
d
u
l
t
li
v
e
s
and
the
e
n
v
i
ronm
en
t
in
w
hic
h
the
y
liv
e
.
4.
CONCL
U
S
ION
The
use
of
m
o
b
ile
p
h
one
s
an
d
the
ne
w
ap
p
h
a
s
pr
ov
ide
d
a
t
ea
ch
in
g
t
o
ol
e
nab
l
i
n
g
t
h
e
as
si
m
i
lat
i
on
of
educ
a
t
i
o
na
l
e
l
em
ents
w
h
i
c
h
i
nc
l
ude
d
e
v
e
l
o
p
m
e
nt
o
f
t
h
e
le
arne
rs
t
h
rough
p
e
r
so
n
a
l
e
x
p
e
ri
en
ce
,
a
d
y
n
a
mi
c
lear
n
i
n
g
e
nv
iro
n
m
e
nt,
i
n
depe
nde
n
t
d
i
s
c
ove
r
y
o
f
co
nt
en
t,
know
le
d
ge
,
sk
ills
a
n
d
v
a
l
ue
s,
e
xpe
r
i
en
t
i
a
l
l
e
a
r
ni
ng,
extra
c
u
rric
u
la
r le
arn
i
n
g
, ou
t
do
or lear
nin
g
,
de
ve
lo
pi
n
g
pe
r
so
nal
r
e
s
pon
si
bili
ty
,
se
l
f
-e
ffi
ca
cy
a
nd
e
xp
a
nding
t
h
e
sch
o
o
l
e
n
v
i
r
o
n
m
e
n
t
.
T
he
s
tud
e
nt
s
expre
s
se
d
gr
eat
s
at
is
fac
t
i
on
w
i
t
h
t
h
e
op
por
tu
n
i
t
y
t
o
o
p
e
r
a
te
m
obile
p
ho
ne
s
and
th
e
G
I
S
appl
ica
t
io
n
for
cons
er
vat
i
on
p
u
r
poses,
an
d
w
e
r
e
not
b
o
t
her
e
d
b
y
t
h
i
s
dem
a
nd,
e
ve
n
t
h
o
u
g
h
t
hey
di
d
no
t
ex
pe
rie
n
ce
it
d
u
ri
n
g
s
c
h
o
o
l
h
o
u
rs
d
u
e
t
o
the
ba
n
o
n
bri
n
g
in
g
m
o
bile
p
h
ones
t
o
s
c
h
o
o
l
.
A
n
o
t
her
view
of the
va
l
ue
s t
h
at s
tu
de
nt
s fe
el t
hey
have be
e
n
ex
pose
d
t
o, w
hi
c
h
tea
c
h
c
riti
c
a
l
t
h
i
n
k
i
n
g
,
i
s
the
ir att
itu
de to th
e
so
ci
a
l
i
nj
u
s
t
i
ce
cre
a
t
e
d
by
t
h
e
u
s
e
o
f
mob
i
l
e
p
hon
e
s
.
Th
e
a
b
i
l
i
ty
o
f
st
ude
n
t
s
i
n
the
5
th
g
ra
de
t
o
"see t
h
e
ot
her
"
,
st
u
d
e
nt
s
wit
hou
t
mobi
l
e
p
hones
,
a
n
d
re
l
a
t
e
t
o
th
e
m
i
n
th
ei
r
w
o
r
ds,
i
n
dica
te
s
soc
i
a
l
s
e
n
s
itiv
i
t
y.
A
n
o
the
r
a
spec
t
tha
t
t
he
s
tu
de
n
t
s
e
m
pha
s
i
z
e
d
w
as
t
he
l
e
a
r
n
i
n
g
ex
per
i
e
n
ce
i
n
the
s
e
ssio
n
s
in
w
hic
h
t
he
s
u
r
vey
w
a
s
co
nd
uc
t
e
d.
The
e
n
vi
r
onm
e
n
t
i
n
w
hic
h
t
h
e
s
urve
y
w
a
s
c
o
n
d
u
cte
d
,
d
i
ffe
rent
f
r
o
m
t
he
s
cho
o
l
yar
d
,
ex
t
e
nde
d
the
defi
ni
t
i
o
n
of
l
ear
n
i
n
g
s
p
a
c
e
f
or
t
he
s
tude
n
t
s
i
n
t
he
M
-Le
a
rni
n
g
era
.
I
n
th
i
s
e
ra
,
t
h
e
l
e
a
r
ni
ng
e
n
v
i
r
on
ment
o
f
th
e
tech
n
o
l
o
gic
a
l
gener
a
ti
on
c
o
n
s
ta
nt
l
y
u
s
i
n
g
m
obi
le
p
h
ones
g
o
es
b
e
y
o
n
d
s
c
h
ool
f
e
n
ces
a
nd
c
la
ssr
oom
w
al
ls.
A
c
c
o
rdi
n
g
t
o
t
he
s
tu
d
e
nts,
t
h
e
n
ew
a
pp
m
o
t
i
va
tes
them
a
nd
de
ve
l
op
s
t
h
ei
r
sel
f-l
e
a
r
ni
ng
c
a
p
abi
l
i
ty
t
o
c
o
pe
wi
t
h
t
e
c
hno
l
ogi
c
a
l
ch
all
e
ng
e
s
i
n
i
n
t
e
g
r
at
ing
a
u
t
h
ent
i
c
l
e
a
r
n
i
ng
.
In
c
oncl
u
sio
n
,
5
th
g
ra
de
s
t
ude
n
t
s
in
d
i
c
a
ted
tha
t
t
he
i
r
e
lem
e
ntar
y
sc
hoo
l
cou
l
d
e
n
ter
t
h
e
M
-
Lea
r
n
i
n
g
e
ra
by
i
n
te
grat
in
g
mo
b
ile
p
h
one
s
an
d
c
r
ea
tin
g
a
lear
n
i
n
g
e
nv
iro
n
m
e
nt
i
n
w
h
i
c
h
t
h
e
s
t
u
d
e
n
t
is
a
t
t
h
e
ce
nter
o
f
t
he
l
e
a
r
n
i
n
g
pr
ocess.
T
he
s
t
ude
n
t
s
n
o
t
e
d
t
ha
t
t
h
e
in
nova
tive
t
e
a
c
hi
n
g
m
eth
od
and
the
a
u
t
h
e
n
ti
c
tas
k
o
f
he
lp
in
g
t
o
p
reserve
the
Lesser
K
e
strel
ar
ous
e
d
a
gr
eat
dea
l
o
f
i
n
t
e
res
t
.
Thi
s
h
a
s
r
a
i
se
d
t
h
e
i
r
m
o
ti
vat
i
on
t
o
l
ear
n
in
d
e
p
en
de
ntl
y
w
hile
t
a
k
in
g
respo
n
s
i
b
i
li
ty
f
or
t
he
lear
n
i
n
g
p
roce
ss,
foc
usin
g
on
t
h
e ta
sk
a
nd t
h
e
proper
use
of m
o
bi
le p
ho
nes
.
ACKNOW
LEDG
E
MEN
T
S
I
w
oul
d
l
i
k
e
t
o
t
ha
n
k
t
he
5
th
g
rade
s
tu
de
n
t
s
from
t
he
s
c
h
oo
l
w
h
o
c
o
mp
lete
d
the
qu
est
i
o
n
n
aire
s,
a
s
we
l
l
as
t
h
e
t
e
ach
e
r
s
a
nd
sc
hoo
l
ad
mi
ni
st
rati
o
n
w
ho
h
a
v
e
ac
co
mp
a
ni
e
d
t
he
e
du
cat
i
o
n
a
l
pro
g
r
am
f
o
r
m
ore
t
h
an
tw
o dec
a
d
e
s
.
I w
o
u
l
d a
l
so
l
i
k
e
t
o
t
ha
n
k
G
uy
N
a
z
r
i for
his te
chn
i
cal
a
ssi
st
a
n
c
e
.
REFE
RENCES
[1]
J.
E
.
Ho
ng
,
O.
M
u
ñ
iz
S
o
l
ari,
A
.
Demirci
,
J
.
Sc
hee,
E
d
s
,
"
G
eo
sp
a
ti
al
T
echn
o
logi
es
a
n
d
g
eogra
p
hy
e
du
catio
n
in
a
chan
gi
ng
worl
d
,
"
i
n
Adva
nces
in
Geo
g
r
aph
ica
l
a
n
d
En
vir
onm
ent
a
l Sci
e
nces
,
Sp
ri
n
g
er
,
p
p.
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1
7–1
2
6
,
T
oky
o,
2
0
1
5
.
[2]
T.
B
a
t
ane,
"
Int
e
rnet
acces
s
an
d
us
e
am
ong
y
o
u
n
g
p
eo
pl
e
in
B
o
t
sw
ana,
"
In
tern
at
io
na
l Jou
r
n
a
l
o
f
Informa
tion
and
Educat
ion Techn
o
logy
, vo
l
.
3 (1
)
,
p
p. 1
17
–1
19
,
Feb. 20
1
3
.
[3]
J
.
V
a
l
k
,
A
.
T
.
R
a
s
h
i
d
,
a
n
d
L
.
E
l
d
e
r
,
"
U
s
i
n
g
m
o
b
i
l
e
p
h
o
n
e
s
t
o
i
m
pro
v
e
edu
c
a
t
io
nal
o
u
t
c
o
m
es :
A
n
an
alysis
o
f
evi
d
en
c
e
f
rom
A
s
ia,
"
Inter
nation
a
l
Review
of
Res
e
ar
ch i
n
O
p
en
an
d
Dis
t
a
n
ce L
e
a
r
n
i
ng
,
vo
l.
1
1
(
1
),
p
p
.
1
3–
14
,
Ma
r. 2
01
0.
[4]
Y.
M
ehdipo
ur
a
nd
H
.
Zereh
k
af
i,
"
M
obi
le
l
earni
n
g
f
o
r
e
du
catio
n:
Be
ne
fit
s
a
nd
c
ha
lle
n
g
e
s,"
I
n
te
r
n
a
t
i
o
na
l J
o
u
r
na
l o
f
Com
put
a
t
io
nal E
n
g
i
neer
in
g
R
e
sea
r
ch
,
v
o
l
.
3
(6
),
p
p.
9
3–
10
1
(2
5
1
–25
9),
20
13.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Fi
fth
gr
ade
rs'
perc
e
p
t
i
ons
o
f
m
o
b
i
l
e
p
h
one
s an
d
G
I
S te
ch
n
o
l
ogy
(
A
di
v
G
a
l)
89
[5]
K.
S
evari,
"
T
h
e
rol
e
o
f
m
obil
e
p
ho
nes
i
n
e
duc
at
io
n
and
i
n
struct
ion
o
f
c
lassr
oom,"
A
d
va
nces in
E
d
u
c
ation
,
v
o
l.
1
(1)
, p
p
. 19
–
2
2
, Jan.
20
12
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[6]
K.
S
um
athi,
N
.
S
.
Lak
s
hmi,
a
nd
M
.
S
.
K
u
ndhav
a
i,
"
Review
in
g
t
h
e
im
p
act
o
f
sm
art
p
h
o
n
e
u
sag
e
o
n
acad
em
ic
perf
o
r
m
a
n
ce
a
m
on
g
stud
ent
s
o
f
hi
gh
er
l
earning
,
"
Int
e
rna
t
i
onal
Jou
r
na
l of P
u
r
e
an
d A
p
p
l
ie
d
M
a
t
h
e
matics
,
vo
l.
118
(
8
)
,
pp.
1
–7
,
2
0
1
8
.
[7]
J.
H
.
K
u
zn
ekoff
an
d
S
.
T
it
sw
ort
h
,
"Th
e
i
m
p
act
o
f
mo
b
i
le
p
hone
u
sage
o
n
s
t
uden
t
l
ea
rn
in
g,
”
Co
mm
uni
ca
t
i
o
n
Educat
ion
, v
ol
. (3
)
, pp
.
2
3
3
–
2
5
2
,
Ja
n. 20
1
3
, [On
li
ne]
.
Avai
l
ab
l
e
:
h
tt
p
s
://d
oi.
o
rg/1
0
.
1
080
/0
36
345
2
3
.
2
0
1
3
.
76
79
17
[8]
L.
D
ias
an
d
A
.
V
icto
r,
"
T
eachi
ng
an
d
learni
ng
w
it
h
m
obil
e
d
evi
c
es
i
n
t
h
e
21
st
cen
tu
ry
d
i
g
ital
w
o
rld:
B
enefi
t
s
an
d
chal
leng
es,"
E
u
rop
e
a
n
Jour
na
l of
M
u
l
t
i
d
i
s
cipli
nary S
t
u
d
i
e
s
,
vo
l. 5
(1
)
,
p
p
. 3
39
–3
4
4
, May 2
01
7
.
[9]
D.
K
o
m
len
o
v
i
ć,
E
.
Man
i
ć,
a
n
d
D
.
M
a
lin
i
ć
,
"The
G
eograp
hi
c
In
f
o
rm
ati
o
n
S
y
st
em
(
G
I
S
)
i
n
s
econd
ary
edu
c
ati
on
i
n
Serb
i
a
.,"
Perspect
ives in Educat
ion
,
vol.
31
(
1),
p
p
.
96
–1
04,
J
an
. 2
01
3.
[10]
I.
C
at
ry,
A.
M
.
a
F
r
anco
,
a
n
d
W
.
J
.
S
u
t
h
erl
a
nd
,
"Lan
ds
ca
p
e
a
n
d
weath
e
r
d
e
term
in
ants
o
f
p
r
ey
a
vai
l
abi
l
i
t
y
:
im
pli
c
a
i
to
n
s
f
or t
he
L
ess
e
r
Kestrel
F
a
lco
nauman
ni
,
"
Ib
i
s
,
vo
l
.
15
4
, p
p.
11
1
–
1
2
3
,
J
an. 20
1
2
.
[11]
A.
M
i
l
s
on
an
d
J
.
K
ersk
i,
"
A
r
oun
d
t
h
e
wo
rld
wit
h
g
eosp
ati
a
l
tech
no
lo
g
i
es
,
"
So
c
i
al
Ed
ucatio
n
,
vo
l.
7
6
(
2
)
,
pp
.
1
05–
10
8,
M
a
r
.
20
12
.
[12]
O.
Ç
epn,
"
T
h
e
Use
o
f
Geographic
I
nf
or
mation
Sys
t
e
m
s
(
G
IS)
i
n
g
e
ograp
hy
t
ea
chin
g,
"
Wo
rld Ap
plie
d
S
c
ie
nc
e
s
J
o
urna
l
,
v
o
l
.
25
(12),
pp
.
16
84
–168
9,
N
ov.
2
013.
[O
n
line].
Av
a
ilable
:
DOI:
10
.
5829
/id
o
s
i.
w
a
sj
.
2013
.
2
5
.
12
.
1
4
52
[13]
W.
L
ag
rab
a
n
d
N.
A
k
n
i
n
,
"
A
nal
y
sis
o
f
e
du
catio
nal
s
e
rvices
d
is
tr
ib
utio
n-
b
ased
G
eograp
hi
c
In
f
o
rm
atio
n
S
y
ste
m
(GIS),"
Int
e
rn
a
t
io
na
l
Jo
urn
a
l
Of S
c
ient
ific
&
T
ech
no
log
y
Res
e
ar
c
h
,
vo
l
.
4
(
3),
pp.
1
13-1
1
8
,
M
ar.
201
5.
[14]
T. Jo
h
ans
s
o
n
, "
G
IS
i
n
t
eacher
e
d
u
cati
o
n
–
f
acil
i
tatin
g g
i
s
ap
pl
icati
ons
i
n
seco
ndar
y
s
ch
oo
l
g
e
og
ra
ph
y,
"
In
Pr
oc.
9
t
h
S
c
an
din
a
v
i
an
Re
sse
a
rc
h Co
nfe
r
e
n
c
e
on
Ge
o
g
r
a
p
h
i
c
a
l
In
fo
r
m
a
tio
n
Sc
ie
nc
e
,
p
p
.
2
8
5
–29
3,
2
0
03.
[15]
K.
F
oo
n
an
d
H
.
T
ho
mas,
"
In
tegrat
in
g
t
echn
o
lo
g
y
i
nto
K
-
12
teach
i
ng
a
n
d
l
earnin
g
:
Curren
t
knowl
e
dg
e
gap
s
a
n
d
recom
m
e
nd
ati
o
n
s
f
or
f
utu
r
e
research,
"
E
d
u
c
ati
o
n
a
l
T
echno
logy R
e
sear
ch a
n
d
Devel
opm
ent
,
vol.
55
(
3),
pp
.
2
23–
25
2,
M
a
y
2
014
.
[16]
R.
M
ckeo
wn
a
n
d
C.
H
op
kin
s
,
"EE
p
ES
D:
D
efus
in
g
t
h
e
worry
,"
En
vir
onm
ent
a
l Ed
ucat
io
n Resea
r
ch
,
v
o
l.
9
(
1)
,
pp
.
1
17–
12
8,
F
e
b
.
2
00
3.
[17]
D.
T
i
l
bury
,
"Environmen
t
al
E
duc
a
ti
on
f
o
r
Sust
a
i
nabilit
y
:
defi
n
ing
the
new
f
o
cus
o
f
e
nvironmen
t
al,
"
E
n
vi
ron
m
en
ta
l
Educat
ion Research
, v
o
l
. 1
(2),
p
p
. 19
5
–
2
1
2
,
Ju
ly
1
99
5.
[18]
M
.
B
arth
a
nd
I.
T
h
o
m
a
s,
"
S
y
nthesi
si
ng
c
a
s
e-st
u
d
y
research
-
r
e
a
dy
f
or
t
he
n
e
x
t
ste
p
?
,
"
Environment
a
l
Education
Research
, vo
l
.
1
8
(6), p
p
. 75
1
–
7
64
,
Mar.
2
01
2.
[19]
P
.
A
.
Brown
,
"
A
Rev
i
ew
o
f
th
e
l
iterat
u
re
o
n
case
st
ud
y
res
earch
,"
Can
adi
an
Jo
ur
nal
f
o
r
New
Scho
la
rs
in
Educat
ion
,
"
v
ol.
1
(1),
p
p
.
1
–
13,
July
2
008.
[20]
P
.
W
ink
e
,
"
Using
f
o
cus
gro
ups
t
o
i
n
v
e
sti
g
a
t
e
st
u
d
y
ab
road
t
h
e
or
ie
s
and
p
r
a
c
t
i
ce,"
Sy
ste
m
,
v
o
l
.
7
1
,
pp.
7
3
–83
,
2
0
1
7
.
B
I
OG
RAP
HY
O
F
A
U
T
H
O
R
S
Dr.
A
d
iv
G
a
l
i
s
a
P
h
.D.
in
z
o
o
l
o
g
y
a
nd
t
ea
ches
i
n
the
S
c
ien
ce
D
epartm
en
t
at
K
i
b
b
u
tzim
Col
l
eg
e.
D
r.
G
al
t
each
es
a
v
ari
e
ty
o
f
cou
r
ses
i
n
t
he
U
n
d
ergra
d
u
at
e
and
G
r
adu
a
te
pro
g
ram
s
i
n
th
e
areas
o
f
En
v
i
ron
m
en
t
an
d
Sust
ain
a
b
i
lity.
He
h
as
l
e
d
e
n
v
i
r
o
n
m
e
n
t
a
l
edu
cati
on
prog
ram
s
i
n
Is
rael
f
or
m
o
r
e
th
an
t
went
y
y
ears,
a
n
d
h
a
s
al
so
t
aught
in
elem
en
tary
s
choo
ls
f
or
t
h
e
p
ast
tw
elve
y
ears.
R
ecent
l
y
,
h
is
r
es
earch
i
nt
ere
s
ts
i
n
c
l
ude
st
udies
o
f
s
u
stainab
i
li
ty,
s
e
lf
-efficacy
f
or
t
eachin
g
sustai
nab
i
lity,
and
su
sta
i
nabil
i
ty
a
n
d
mult
i
c
ultural
i
sm.
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