No abstract

No abstract

With an awareness of the unique characteristics of an increasingly mobile world and referencing socio-material mobile learning frameworks, this chapter will provide an overview of the initial stages and growth of mobile learning. The authors also discuss university initiatives to support mobile learning, and examine the implications of mobile technologies for teaching and learning. Additionally, the chapter will introduce a case study detailing the Mobile Learning Innovation at Anderson University (SC) and highlight its impact on the teaching and learning culture on its campus.

No abstract

This chapter outlines characteristics of inquiry-oriented projects that blend theories of constructivism with mobile technology. These characteristics capitalize upon 21st Century Skills (P21, 2009) that align with learner-centered instructional practices. We share insights from a multiple case study of four secondary teachers' integration of mobiles to encourage student engagement in 21st century skills and inquiry. These teachers integrated mobiles into inquiry-based lessons to promote student ownership of their learning. Data collection from this study included reflective writings, teacher products and an open-ended question from the Technological and Pedagogical Content Knowledge (TPACK) survey (Mishra & Koehler, 2006). Findings indicated that participants consistently encourage their students to engage in 21st Century Skills. Communication, Collaboration, Creativity most common 21st Skills encouraged by the participant as they used mobiles.