CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Many learning theories have emerged in recent decades, each with a new premise that has an impact on the teaching process due to the relationship between classroom training and real life. Connectivism is a theory that describes how Internet technology have enabled people to learn and share information over the Internet and exchange information with others. Students can use technology to help them learn more effectively and exchange knowledge. Connectivism, according to Siemens (2005), stresses the provision of specialized information sets that enable us to obtain more knowledge through explicit instructions on how to use technology to study more efficiently.
In today’s technology-driven environment, using the Internet and technology in learning and teaching has become a popular concept. While numerous research studies have shown that new technologies are advantageous in educational settings, the practicality of new technology and its uses in the classroom as an alternative for e-learning in most university subjects for both learners and teachers is still restricted (Hsueh, 2011). Although laptops are common in our daily lives, they are not practical enough for teachers and students to use due to their lack of compatibility with current technologies. To solve this problem, a lot of study has been done to look at how technology is used in the teaching and learning process. The most often used apps are those that can be accessed via desktop computers, the Internet, and media, such as PowerPoint, Word, Excel, and other software and hardware programs. Mobile phones can be used as a beneficial teaching technology in the light of these changes, giving teachers and students with current and automated approaches for attaining an educational goal (Boyle, 2013). In comparison to larger technology gadgets, mobile phones are a cost-effective investment for teaching and studying mathematics. When compared to repaid technologies in society, the usage of mobile phones may also provide a helpful and friendly teaching atmosphere that can enrich and facilitate the educational process. Recent technology, such as cell phones, can make things easier and more educational by allowing actual and virtual contact to take place at any time and in any location (Jee, 2011). The high-tech aspects of modern mobile devices, such as their application that spreads quickly and is easy to download through e-stories, can have a significant impact on teaching and learning in many scientific subjects, particularly mathematics. Cell phones are personal devices, but they can also be useful teaching tools. A. Kukulska-Hulme, J. Traxler, & J. Pettit (2007) argue that learning activity designers should incorporate mobile learning features. As a result, including cell phones into the educational process allows college students to interact with any device and any person at any time to exchange information. Mobile phones, for example, have program applications that scientific education, particularly mathematics education, has recently sought for pedagogical objectives. These characteristics could include things like accessibility, adaptability, and mobility (Jee, 2011).
