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Worldwide growth in use of mobile phones has fostered the emergence of mobile learning. Mobile technologies are used both in classrooms to support instruction (safe) and as tools that significantly change instructional activities, learner roles, and learning location (disruptive). Learners become less consumers of information and more collaborators, researchers, and publishers on-the-go (Stead, 2006). Scholarship in m-learning is scarce and lacks rigor (McNeal & van't Hooft, 2006). Even with increasing numbers of investigative studies there are still significant gaps in the literature . Little is understood about when mtechnology is most useful and what constitutes good m-learning. A review of a broad range of investigative cases is presented and critiqued with suggestions for further research. Although both classroom-based and distance education topics are discussed, the distance education scholar and practitioner may benefit from learning more about these emerging technologies being used in face-to-face instruction. IntroductionAlthough personal computers, laptops, interactive whiteboards, and projection devices have been shown to benefit instructional tasks, their design, cost, usability, and mobility are nevertheless problematic (Anderson, 2006). The size, ease of use, portability, prevalence, and advanced features of mobile technologies (e.g., voice, display, Internet access, interactivity) have sparked interest in integrating these technologies into instructional environments. However, the educational applications of m-technologies are still poorly understood, as is what constitutes good m-learning. A review of a broad range of case studies representing different types of investigations is presented and critiqued with suggestions for further research.Using m-technologies in instructionally sound ways offers two advantages. Mtechnologies can effectively bring community instructional resources and activities from the outside into the classroom (Anderson, 2006;Stead, 2006), bringing similar benefits to those that were seen when computer technologies were first integrated into classroom settings. M-technologies, because of their portable and connective nature, can also easily provide learners with resources and new types of instructional activities out of the classroom and in the community (Facer et al., 2004;Sprake &

Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding tools) that may prompt reflection in learners. However, it is unclear whether these factors differ based on age or developmental stage. The results of this study indicate that middle-school students perceive the learning environment factor as more important to prompting their thinking, while college students perceive the scaffolding methods factor as more important. While the elements clustered into two factors, most college students disagreed with their helpfulness in prompting reflective thinking, a finding opposite to that obtained for middle-school students. Different patterns were also found between learners' perceptions of the most helpful elements within each factor. Based on these results, suggestions are given for designing developmentally and age-appropriate PBL learning environments that support reflective thinking.