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Using Mobile Phones for Teaching, Learning and Assessing Irish in Ireland: Processes, Benefits and Challenges

Using Mobile Phones for Teaching, Learning and Assessing Irish in Ireland: Processes, Benefits and Challenges

Katrina A. Keogh
Copyright: © 2011 |Pages: 22
ISBN13: 9781616928490|ISBN10: 1616928492|EISBN13: 9781616928513
DOI: 10.4018/978-1-61692-849-0.ch013
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MLA

Keogh, Katrina A. "Using Mobile Phones for Teaching, Learning and Assessing Irish in Ireland: Processes, Benefits and Challenges." Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy, edited by Wan Ng, IGI Global, 2011, pp. 237-258. https://doi.org/10.4018/978-1-61692-849-0.ch013

APA

Keogh, K. A. (2011). Using Mobile Phones for Teaching, Learning and Assessing Irish in Ireland: Processes, Benefits and Challenges. In W. Ng (Ed.), Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy (pp. 237-258). IGI Global. https://doi.org/10.4018/978-1-61692-849-0.ch013

Chicago

Keogh, Katrina A. "Using Mobile Phones for Teaching, Learning and Assessing Irish in Ireland: Processes, Benefits and Challenges." In Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy, edited by Wan Ng, 237-258. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-849-0.ch013

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Abstract

This chapter outlines the processes, benefits and challenges of two pilot projects which investigated the integration of mobile phones into the teaching, learning and assessment of Irish in post-primary schools in Ireland. Existing literature examining the status of Irish in Ireland and previous research into the use of mobile phones for teaching and learning languages are described. Findings from the two pilot projects indicate that mobile phones can help to promote the increased use of oral language skills, can increase student motivation and enjoyment for the task at hand and increase students’ competency in the language being taught. Mobile phones also proved successful in providing opportunities for students’ oral language practice and self-assessment and teachers’ formative and summative assessment of students’ language skills.

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