Why is this Trend Significant for Education?
With the permeation of technology use in daily life, the education system is working towards integrating technology into regular classroom routines (Ntuli & Kyei-Blankson, 2012). Using mobile devices as learning tools has become a trend in K-12 learning contexts as well as higher education settings (Johnson, Adams, Cummins, Estrada, Freeman & Ludgate, 2013; Squire & Dikkers, 2012). This trend is significant because students and educators are using mobile devices within educational contexts to communicate, organize and plan, store MP3’s pictures, and videos, word process, and integrate 21st century learning skills (Rogers, 2011).
Mobile learning encompasses, “both formal learning within the classroom, and informal and formal learning outside the classroom, across myriad devices, in a variety of physical and temporal arenas” (Hockley, 2013, p. 80). Therefore, as Traxler (2009) contends, mobile learning is significant because it goes beyond a particular device or application and enables anytime and anywhere learning while utilizing educational theory and practice to enhance achievement.
Hockly (2013) states, “As with any technology, it is not the technology itself that enhances teaching or learning, but rather the use to which it is put” (p.82). This is similar to what Rogers
(2011) argues as mobile devices must be integrated naturally and seamlessly in transparent and pedagogically appropriate ways. The significance of mobile technologies within all educational settings extends beyond the physical tools to effective pedagogical practices to improve learning or efficiency through the use of the mobile technology.
Mobile learning is also significant because the prominent use of mobile devices is creating what Jenkins (2006) describes as Cultural Convergence in which the mobile devices allow for new forms of cultural participation. Jenkins et al. (2006) argue that students are a part of a participatory culture, where they use digital devices to make affiliations, express themselves, collaboratively problem solve, and circulate information. They claim, “A growing body of
scholarship suggests potential benefits of these forms of participatory culture, including opportunities for peer-to-peer learning, a changed attitude toward intellectual property, the diversification of cultural expression, the development of skills valued in the modern workplace, and a more empowered conception of citizenship” (Jenkins et al., 2006, p. 3).
According to the NMC Horizon Report: 2013 K-12 Edition, mobile learning will enter into mainstream educational settings within the next year (Johnson, Adams, Cummins, Estrada, Freeman & Ludgate, 2013). With this, students have expectations to use mobile devices wherever and whenever they want to learn, work, and play. Johnson et al. (2013) state mobile devices are significant because they are, “gateways to endless learning, collaboration, and productivity fostered by the Internet” (p. 4).
Mobile applications (apps) provide touch sensitive, responsive programs and curricula for students and educators (Johnson et al., 2013). Mobile devices are also significant as their cost effectiveness relieves budget strains on schools enabling them to spend less money on technology and focus on providing equipment for those who cannot afford a mobile device.
Mobile devices are significant as they enable students to download electronic versions of their textbooks allowing for ease of access and transportation (Johnson et al., 2013).
Utilizing mobile devices in a learning context, “…bring out each student’s unique abilities, and foster more collaboration and better communication” (Johnson et al., 2013, p. 17). Students
are able to engage with content material and fellow peers throughout the learning process. They can easily reference materials, utilize multiple apps, take pictures or videos, record their voices, and use navigation/GPS tools (Johnson et al., 2013; Rogers, 2011).
Mobile learning extends the teaching and learning beyond traditional classroom settings allowing students to develop lifelong learning skills and motivation to problem solve and discover (Rogers,
2011; Traxler, 2009).
Mobile devices enable students to have access to other educational technology trends such as cloud computing, open content, social networking, and a multitude of web tools (Merchant; 2012; Johnson et al., 2013; Squires & Dikker, 2012). Merchant (2012) describes the use of mobile technologies as part of the social practice theory in which mobile device tools will be seamlessly integrated into everyday learning practices much like a notebook, pencil, or dictionary.
Squires and Dikker (2012) emphasize that mobile learning enables students to become involved in their studies to problem solve, develop relationships via social networks, find mentors, clarify, teach or inform others and develop their personal curriculum. With this, student’s
improve their self-efficacy and positively work towards learning goals.
References
Dikkers, S., & Squire, K. (2012). Amplifications of Learning: Use of mobile media devices among youth. Convergence, 18(4), 445-464. Retrieved from http://con.sagepub.com.ezproxy.lib.ucalgary.ca/content/18/4/445
Hockly, N. (2013). Mobile Learning. ELT Journal,67, 80-84.Retrieved from http://eltj.oxfordjournals.org.ezproxy.lib.ucalgary.ca/content/67/1/80
Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York: New York University Press.
Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education For the 21st Century. Chicago: The MacArthur Foundation.
Johnson, L., Adams, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). The NMC horizon report K-12 edition. Austin, TX: The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2013-horizon-report-k12.pdf
Merchant, G. (2012). Mobile practices in everyday life: Popular digital technologies and
schooling revisited. British Journal of Educational Technology, 43 (4), 770–782. doi: 10.1111/j.1467-8535.2012.01352.x
Ntuli, E., & Kyei-Blankson, L. (2012). Teacher assessment of young children learning with technology in early childhood education. International Journal of Information and Communication Technology Education, 8(4), 1-15. Retrieved
from http://go.galegroup.com.ezproxy.lib.ucalgary.ca/ps/i.do?id=GALE%7CA305370169&v=2.1&u=ucalgary&it=r&p=AONE&sw=w
Rogers, K.D. (2011). Mobile learning devices: Essentials for principals. Bloominton, IN: Solution
Tree Press.
Traxler, J. (2009). Current state of mobile learning. In M. Ally (Ed.), Transforming
the delivery of education and training [ebrary reader version]
(pp.9-24). Retrieved from http://site.ebrary.com.ezproxy.lib.ucalgary.ca/lib/ucalgary/docDetail.action?docID=10329236&p00=mobile+devices+learning
Mobile learning encompasses, “both formal learning within the classroom, and informal and formal learning outside the classroom, across myriad devices, in a variety of physical and temporal arenas” (Hockley, 2013, p. 80). Therefore, as Traxler (2009) contends, mobile learning is significant because it goes beyond a particular device or application and enables anytime and anywhere learning while utilizing educational theory and practice to enhance achievement.
Hockly (2013) states, “As with any technology, it is not the technology itself that enhances teaching or learning, but rather the use to which it is put” (p.82). This is similar to what Rogers
(2011) argues as mobile devices must be integrated naturally and seamlessly in transparent and pedagogically appropriate ways. The significance of mobile technologies within all educational settings extends beyond the physical tools to effective pedagogical practices to improve learning or efficiency through the use of the mobile technology.
Mobile learning is also significant because the prominent use of mobile devices is creating what Jenkins (2006) describes as Cultural Convergence in which the mobile devices allow for new forms of cultural participation. Jenkins et al. (2006) argue that students are a part of a participatory culture, where they use digital devices to make affiliations, express themselves, collaboratively problem solve, and circulate information. They claim, “A growing body of
scholarship suggests potential benefits of these forms of participatory culture, including opportunities for peer-to-peer learning, a changed attitude toward intellectual property, the diversification of cultural expression, the development of skills valued in the modern workplace, and a more empowered conception of citizenship” (Jenkins et al., 2006, p. 3).
According to the NMC Horizon Report: 2013 K-12 Edition, mobile learning will enter into mainstream educational settings within the next year (Johnson, Adams, Cummins, Estrada, Freeman & Ludgate, 2013). With this, students have expectations to use mobile devices wherever and whenever they want to learn, work, and play. Johnson et al. (2013) state mobile devices are significant because they are, “gateways to endless learning, collaboration, and productivity fostered by the Internet” (p. 4).
Mobile applications (apps) provide touch sensitive, responsive programs and curricula for students and educators (Johnson et al., 2013). Mobile devices are also significant as their cost effectiveness relieves budget strains on schools enabling them to spend less money on technology and focus on providing equipment for those who cannot afford a mobile device.
Mobile devices are significant as they enable students to download electronic versions of their textbooks allowing for ease of access and transportation (Johnson et al., 2013).
Utilizing mobile devices in a learning context, “…bring out each student’s unique abilities, and foster more collaboration and better communication” (Johnson et al., 2013, p. 17). Students
are able to engage with content material and fellow peers throughout the learning process. They can easily reference materials, utilize multiple apps, take pictures or videos, record their voices, and use navigation/GPS tools (Johnson et al., 2013; Rogers, 2011).
Mobile learning extends the teaching and learning beyond traditional classroom settings allowing students to develop lifelong learning skills and motivation to problem solve and discover (Rogers,
2011; Traxler, 2009).
Mobile devices enable students to have access to other educational technology trends such as cloud computing, open content, social networking, and a multitude of web tools (Merchant; 2012; Johnson et al., 2013; Squires & Dikker, 2012). Merchant (2012) describes the use of mobile technologies as part of the social practice theory in which mobile device tools will be seamlessly integrated into everyday learning practices much like a notebook, pencil, or dictionary.
Squires and Dikker (2012) emphasize that mobile learning enables students to become involved in their studies to problem solve, develop relationships via social networks, find mentors, clarify, teach or inform others and develop their personal curriculum. With this, student’s
improve their self-efficacy and positively work towards learning goals.
References
Dikkers, S., & Squire, K. (2012). Amplifications of Learning: Use of mobile media devices among youth. Convergence, 18(4), 445-464. Retrieved from http://con.sagepub.com.ezproxy.lib.ucalgary.ca/content/18/4/445
Hockly, N. (2013). Mobile Learning. ELT Journal,67, 80-84.Retrieved from http://eltj.oxfordjournals.org.ezproxy.lib.ucalgary.ca/content/67/1/80
Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York: New York University Press.
Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education For the 21st Century. Chicago: The MacArthur Foundation.
Johnson, L., Adams, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). The NMC horizon report K-12 edition. Austin, TX: The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2013-horizon-report-k12.pdf
Merchant, G. (2012). Mobile practices in everyday life: Popular digital technologies and
schooling revisited. British Journal of Educational Technology, 43 (4), 770–782. doi: 10.1111/j.1467-8535.2012.01352.x
Ntuli, E., & Kyei-Blankson, L. (2012). Teacher assessment of young children learning with technology in early childhood education. International Journal of Information and Communication Technology Education, 8(4), 1-15. Retrieved
from http://go.galegroup.com.ezproxy.lib.ucalgary.ca/ps/i.do?id=GALE%7CA305370169&v=2.1&u=ucalgary&it=r&p=AONE&sw=w
Rogers, K.D. (2011). Mobile learning devices: Essentials for principals. Bloominton, IN: Solution
Tree Press.
Traxler, J. (2009). Current state of mobile learning. In M. Ally (Ed.), Transforming
the delivery of education and training [ebrary reader version]
(pp.9-24). Retrieved from http://site.ebrary.com.ezproxy.lib.ucalgary.ca/lib/ucalgary/docDetail.action?docID=10329236&p00=mobile+devices+learning