Literature on the safe and disruptive learning potential of mobile technologies

Abstract

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 &

Quin és el futur de l’aprenentatge mòbil en l’educació?

“…Koszalka and Ntloedibe-Kuswani (2010) suggested that there is a need for more rigorous research on the use of mobile technology in learning to enhance the use of mobile learning in education. Also, there is a need for more extensive quantitative and qualitative research studies on mobile learning to advance the implementation of mobile learning in the 21st century (Ali & Irvine, 2009 …”

¿Despega el m-learning? Análisis de la disposición y hábitos de los usuarios

“…El m-learning, pues, se diferencia del elearning en la medida en que se facilita a través de las tecnologías móviles para estudiantes que son también móviles (Koszalka & Ntloedibe Kuswani, 2010). Y esta tecnología móvil se puede describir como todo dispositivo equipado con capacidad de comunicación inalámbrica pero a la vez pequeño, ligero, fácil de llevar y que nos acompaña en cada momento de nuestra vida cotidiana (Caudill, 2007;Chang, Sheu & Chan, 2003;Fombona, Pascual & Madeira, 2012).…”

Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

“…In addition, ETs are disruptive (e.g., [58]), that is, they have the ability to disrupt the educational context and change or update educational practices for the benefit of learning and teaching. This leads to another characteristic, they are innovative [59]) because they produce changes or transformations in the school from different processes.…”