The article exploresthe implications of pedagogical conceptual frameworks on classroom designand gains that come from flexible settings. Classroom spaces are not ends in themselves, but rather are means for achieving essential learning objectives and learning outcomes. It is necessary to strive for a model that is inclusive to infuse variety into teaching and learning strategies. The optimal hybrid models embrace and expand ways to research learning and establish accountability. The hybrid blended learning spaces tend to bridge the gap between physical and virtual learning spaces.

More and more K–12 school teachers are using handheld devices in classrooms. The mobile nature of handheld technologies is often seen as an integral characteristic facilitating collaborative learning and flexible learning arrangements. Since both portable devices and ideas about the learning environment are rapidly evolving, teachers need to be aware of technologies and classroom arrangements that can help improve student performance and classroom experiences.

Our goal in this article is to understand how scholars — who need to collect, organize, analyze, and present large amounts of information in a short period of time — can use mobile information and communication technology (ICT) to work more efficiently and effectively. We argue that wireless fidelity (wi–fi) and universal serial bus (USB) technologies have made it possible for social scientists to work more productively outside of their own offices, but that many lack the kinds of practical knowledge needed to do so. We discuss ways in which understanding and using some basic and generally inexpensive ICT devices can help the “new mobile scholar” take full advantage of emerging ICTs.

This paper attempts to define Wikipedia in an information literacy context by providing an analysis of learning knowledge and Wikipedia’s structure. The distribution of learning in the digital information age is a core topic for scholarly communication. It is highly relevant to students, citizens and instructors in their roles as users of content and as creators of content. Even though it appears to be far removed from traditional publishing in the print world, many students, citizens and instructors use digital information tools to share aspects of their works in a way that is defined as publishing. Understanding the difference between information acquisition and learning knowledge are essential in educational settings.