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Nowadays, when mobile devices are actively evolving and penetrating the various spheres of human activity they have a potential to modernize and facilitate the sphere of IT education as well. This paper aims to test the hypothesis stating that introduction of mobile technology to the college-level database course for future IT specialists has a positive academic impact on students.

The main theoretical premises for the present study were the general findings of the surveys by Hinze et al. (2017) and Bowen and Pistilli (2012) indicating that: using mobile tools to work on classroom projects improves student’s academic success students, especially those from computing specialties, actively turn to mobile tools in their academic activity students favor the Android and iPhone platforms and prefer native mobile apps to Web-based mobile apps The key idea of the present study was to validate these general premises in the specific case of the college-level database class. Namely, the authors formulated a hypothesis that Android-based mobile devices have a positive impact on the IT students’ academic performance and interest in the subject at the college-level introductory database lessons. Throughout the study, the authors examined both quantitative (students’ scores and attendance rate) and qualitative aspects (students’ and teachers’ opinions) of the hypothesis.

Based on the experiment’s positive outcome resulting in students’ increased academic performance and interest in the subject, the authors conclude that in the context of the college-level database course mobile devices can successfully substitute traditional desktop computers and positively affect students’ academic activity.

Based on the experiment’s positive outcome resulting in students’ increased academic performance and interest in the subject, the authors conclude that in the context of the college-level database course mobile devices can successfully substitute traditional desktop computers and positively affect students’ academic activity.

This work is devoted to increasing the effectiveness of a mathematical modelling lesson with the help of mobile devices. It verifies the authors' hypothesis which states that enabling students to solve mathematical models on mobile devices improves their academic results in the discipline.

The paper describes an experiment conducted among 38 college students in an extracurricular mathematical club where they solved mathematical models with the help of their own smartphones. The authors describe the mathematical models assigned to students, analyse their academic performance and gather their opinions.

The usage of mobile devices in the mathematical modelling class positively affects students' scores and interest in the subject. The percentage of positive grades among students working on mobile devices is higher than among students working on desktop computers.

The authors discover that in the context of the college-level mathematical modelling course, mobile devices can be successfully used as an alternative replacement for traditional desktop computers.