Table 1 The perception of teaching faculty members towards using smartphone as a teaching tool
No. | Item | Mean | Standard Deviation |
|---|---|---|---|
1 | Smartphones are useful as a supplementary to teaching. | 2.08 | 0.81 |
2 | Smartphones improve access to my courses and learning material. | 1.81 | 0.72 |
3 | Smartphones help me organize my work better. | 2.00 | 0.85 |
4 | Smartphones enhance easier access to information anywhere and anytime. | 1.46 | 0.658 |
5 | Text messaging via smartphones is useful as an instructional tool in class. | 2.31 | 1.02 |
6 | Shooting videos of lectures allows students who miss class or may not have caught something the first time. | 2.42 | 1.11 |
7 | Smartphones can increase in class participation and elsewhere collaboration between students. | 2.43 | 1.01 |
8 | Smartphones increase communication between the lecturer and the student. | 2.12 | 0.85 |
9 | Smartphones can help students be more prepared for class by easily accessing information before class. | 1.97 | 0.82 |
10 | Smartphones provide students with the opportunity to work at their own pace. | 2.19 | 0.91 |
11 | Smartphones allow students to get access to up-to-date information through the Web and social media. | 1.75 | 0.67 |
12 | Smartphones can green up the classroom by converting as many class materials to digital as possible. | 2.18 | 0.87 |
13 | Smartphones can encourage students to store everything on their smartphones, Tablets, computers, or other device. | 1.84 | 0.67 |
14 | Smartphone features allow users to learn grammar, spelling, pronunciation, and other essential literacy skills. | 1.96 | 0.90 |
total | General Question: The Perception of teaching faculty members towards using smartphone as a teaching tool | 2.08 | 0.73 |