Use of mobile technologies for teaching physics in general secondary education

Abstract

The article offers an analysis of the peculiarities of using mobile learning technologies in
the educational process of general secondary education institutions as representatives of competencebased learning technologies. The teacher, using mobile applications in the educational process, has the opportunity to control it. Students, in turn, get controlled access to educational content. A key aspect of this technology is the consideration of students as equal participants in the educational process, which implies a mutual relationship where they and the teacher make decisions together, determine the goals and ways to achieve learning outcomes. The author has selected and analysed mobile applications that, in his opinion, are effective in the study of physics and will increase the interest of students in studying the subject and forming their subject competences, developing critical thinking and independence. The article suggests ways to use mobile technologies in the study of physics to motivate students (Google Presentations, Prezi, Libre Office Impress, Power Point, Biteable, Canva, Powtoon, Pixton, Toondo), as a means of complementing reality when learning new material (WallaMe), using physical simulations (Go-Lab), infographics (Easel.ly, Visual.ly), conducting formative assessment (LearningApps, Kahoot, Quizlet), creating tests (Google Forms), conducting summative assessment (Plickers). The article presents options for the practical use of Google Classroom, Classroomscreen and intelligence cards in the teacher’s activity. The restructuring of the educational process in accordance with the Concept of the New Ukrainian School, taking into account the development of artificial intelligence technologies, which is also embedded in mobile learning technologies, justifies the expediency of their use in the study of physics in school.