The Opposite Poles of Utilizing Educational Technology Mobile Application: The Account of Mathematics Students

This phenomenology study aimed to explore and understand the opposite poles of utilizing educational technology mobile application. Using purposive sampling, the participating 14 mathematics students utilizing educational technology mobile application. All of them participated in the in-depth interviews. Results revealed the experiences of the participants got frustrated with internet connectivity; had encountered technological malfunctions; had limited technological capacity and resources; had too much reliance and dependence with technology; found ICT integration meaningful and engaging; and aid understanding and provide convenience. In response to the challenges they have encountered, they deemed the following coping strategies essential: being open for learning; being persistent on the endeavor; engaging oneself to technology utilization; preparing sources and oneself; and getting screen time breaks, they arrived at the following insights: be independent from technology; have positive mindset; improve digital skills and awareness; no harm in asking for help; utilize technology to supplement in learning; and take responsibility of your learning. The results of this study were anticipated to be meaningful and important to the participants, teachers, students, and researchers.