Mobile Devices in Education

The demands of an increasingly knowledge based society and the dramatic advances in mobile phone technology are combining to spur the growth of mobile learning. However, for mobile learning to attain its full potential, it is essential to develop pedagogy and instructional design tailored to the needs of this new learning environment. At present, there is a lack of research on message design for mobile learning. Towards these ends, this paper explores the principles and processes of message design for mobile learning (mLearning), including learning theories, HCI principles, devices, and methodologies. And it presents a number of practical guidelines for designing instructional messages for mobile learning.

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for th...

Mobile devices are becoming ubiquitous in the world today. With the power of portable
computing in the hands of everyone and anyone, the time has come to consider using mobile
devices for education. While ICT in education has been trialled, results have been mixed. Mobile devices are also ICT devices, so why should we still consider using mobile devices in education and what is its potential impact on the stakeholders. This paper provides an overview of what is out there and explores the opportunities and issues in regards to using mobile devices in education.
Next we look at how the stakeholders in the education system, namely the education providers, the teachers, the students, their parents, and the ministry of education can benefit by successfully deploying classroom curriculum via mobile devices. Many stakeholders in the education system are already struggling to deliver basic education – what is required of them and how they should be supported if we are to convince them to use mobile devices in delivering education.
Mobile devices are already being used by educational institutions in many countries. What type
of technology, content, and mobile devices are currently being experimented with? What are the
results in terms of student learning outcomes? What do the teachers think? Are the other
stakeholders in education satisfied? We look at reports and reflections from several
implementations of using mobile devices in education to learn from and move forward.
Regardless of many brilliant anecdotes about using mobile devices in education, mobile devices
after all are ICT devices that contain fragile electronic components, need power to operate and
connectivity for access. A lot has been learnt from ICT deployment in education and improved
upon. However, it is to be noted that fully realized potential of any mobile device and its use in
education is entirely dependent upon electrical power, network connectivity and user competency.

This article summarises the methodology and outcomes of an interventionist/ action research project to assess the benefits, and potential pitfalls, of the use of mobile devices in learning and teaching activities in a Further Education environment. A bank of 15 tablet devices were purchased and prepared for classroom use. Staff members were approached to scope potential activities and uses for the tablet devices. Three departments took part in the research activity: the Language School, Social and Vocational Studies and the Hairdressing department. Use of the tablets was varied in nature and included: use of multimedia tools, use of apps, creation and use of a bespoke app, multimedia manipulation and sharing, and creation of an online e-portfolio. Staff and student feedback was gathered during and after the project, and project authors were present during classroom activities for observation and recording purposes. Overall feedback was very positive, but there were issues with tablet use and administration. One of the major issues was the onerous nature of the security setup, and app administration.

The popularity of Mobile Instant Messaging (MIM) has prompted educators to integrate it in teaching and learning in higher education. WhatsApp® is a multi-platform instant messaging application widely used worldwide, however, there is still little applied research on its use as a platform for educational activities in management higher education. In this article, the authors present a quantitative and qualitative assessment of a concrete experience of WhatsApp® use that involved 140 undergraduate management students. Data were collected through questionnaires answered by the participants after the end of the experience of use, and also via content analysis of their conversations inside their WhatsApp® groups. The results indicate five main educational affordances of MIM that can be considered in management education: interactivity, knowledge sharing, sense of presence, collaboration and ubiquity. The article also explores the limitations of this tool and provides suggestions of good...

Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This
paper reports on recent research undertaken at a regional Australian university in order to understand how
higher education students are using mobile devices to support their learning. A survey instrument was developed
and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students
are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are
also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in
the formal university infrastructure, many students would like to use their mobile devices for formal learning as
well as informal learning.

This paper presents findings from a research project at a school of humanities, languages and social science at a UK university that investigated staff and student attitudes towards and uses of mobile devices (smartphones, tablets and laptops). The study had a dual focus on personal and university-related uses. It applied the domestication of technology approach (Silverstone & Hirsch, 1992) to understand how mobile devices have been appropriated by users in their everyday lives, how they have become part of daily routines and spatial arrangements and what rules are being negotiated around their use. This approach was initially focused on households as units of study and on stand-alone technologies, such as the computer or video recorder, but has since then been applied to mobile technologies and educational settings. Data in the present study was collected via in-depth interviews with 18 teaching staff and six focus groups with a total of 19 students across different departments in the school. This paper presents findings on device acquisition and ownership, device use and associated meanings, as well as situating devices within daily routines and spaces. In each section, results from the staff and student data are compared. The research identified distinct uses of different devices in terms of university-related and personal uses but also areas of overlapping use. Furthermore, students and tutors associated important symbolic meanings with their devices, had incorporated them into daily routines and spatial arrangements in new ways and attempted to self-regulate use in different situations. While tutors were starting to make use of mobile devices in their teaching practice in innovative and meaningful ways, students had a less well defined understanding of the educational benefits of mobile devices. Institutional policy also played a role in shaping students' and tutors' use. Not many empirical studies exist that explore the link between educational and personal, everyday use of mobile devices. It is in this area that this research aims to make a contribution to knowledge. The findings are also of importance to practitioners and educational institutions planning to implement mobile device-based learning.

Mobile learning is an emerging field of research and practice across educational institutions and workplace. More and more students have access to smartphones, tablets and other mobile devices. This study was aimed to better understand how prospective teachers of English language teaching (ELT) use mobile technology for learning and how they want to use mobile devices for teaching in the future. A total of 144 student teachers enrolled in an ELT department at a major state university participated in the study. Based on descriptive statistics, the findings revealed that a great majority of the participants currently own and use phones, particularly internet capable ones, MP3 players, and tablets. Nearly four in ten prospective English teachers plan to buy a tablet (e.g., iPad), three in ten intend to purchase smartphones (e.g., iPhone), and one in ten is likely to purchase an e-book reader (e.g., Kindle.) over the next year or two. Further, nearly all the participants stated that despite the impediments, they wanted to use mobile devices in their English lessons and teaching regularly in the future. They believed that the biggest barriers that might moderate on the appropriate application of mobile devices in ELT included the great versatility in device types, pedagogical justifications, administrational factors, lack of training, and lack of devices due to financial restrictions. Some recommendations are also provided.

Keywords: mobile learning; mobile device ownership; mobile language learning; prospective English teachers

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate…

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations, coding of texts, and interviews, the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study, it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive, but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the ...

Mobile devices such as smartphones and tablets are becoming increasing popular among students, setting out a new way to communicate, collaborate and learn. The use of portable devices has the capability to inspire new approaches to learning. It is therefore important to examine the students " viewpoints about the educational use of mobile technology in supporting the learning process. The purpose of this study is to determine the impact of mobile devices for learning purposes by exploring the kinds of interactions that students in Nigerian universities have with their portable gadgets. A sample of 240 higher education students participated in the study by completing the researchers " questionnaire. The results of the study indicate the students use their portable devices to exchange education-related messages and academic files with classmates, search the internet and library databases for academic materials, practice online quizzes or tests and hold discussions with classmates among others. The statistical analyses result show that there is no significant difference in the students " use of mobile devices based on gender.

Social media technologies have recently gained remarkable popularity in education sector. Recent research indicated that students rely on social media for educational purposes like social networking, chatting, and knowledge sharing. Despite that social media is aiding learning experiences, m-learning is anticipated to improve the application of social media. In the paper, we investigated the preference of social media tools and mobile devices for learning, their benefits and effectiveness, and how they can possibly improve learning process in Nigeria. Furthermore, we evaluated learning experiences of students using Edmodo social media based learning environment in a Nigerian University. We used a mixed method research approach, where the data was triangulated from two questionnaires and students’ interviews. Data gathered after the course shows that students learning response was improved. Students were eager to use mobile devices for accessing social media sites, thus providing experimental evidence of the place of social media in m-learning.

Augmented reality (AR) has been used and documented for a variety of
commercial and educational purposes, and the proliferation of mobile devices has
increased the average person’s access to AR systems and tools. However, little research has
been done in the area of using AR to supplement traditional library services, specifically
for patrons aged six to ten with access to mobile devices. This examination of the current
state of AR technologies and accompanying use case examples posits that integrating
augmented reality services into a children’s library (school and/or public) can enhance
reader’s advisory and reference services where library staffing or time is insufficient to
meet the needs of the patrons. In addition, the possibility of integrating an indoor positioning
system is discussed as a method for fully implementing augmented reality services/
tools to serve the interior navigational needs of young library patrons.

Museums are a fertile ground for experimentations with edutainment applications conceived for mobile devices. However the design, implementation and maintenance of mobile multimedia guides is a time and resources consuming iterative process to which ideally all involved stakeholders should participate. Evaluation therefore is of outmost importance. Drawing from already published results and on site experience from DANAE project we define three categories of evaluation key points, under which all possible evaluation questions measuring the effectiveness of an edutainment application can be classified; we then match them with all involved stakeholders, mainly museums, their visitors and information technologies companies. Finally, we argue that the proposed taxonomy can be used for the classification of different evaluation questions so as to constitute a comprehensive and adjustable guide for evaluation purposes of applications for different and heterogeneous museum environments.

As mobile devices with wireless access become more readily available, learning delivered via mobile devices of all types must be designed to ensure successful learning. This paper addresses three questions related to the design of mobile learning: 1) what m-learning guidelines can be identified in the current literature, 2) what m-learning frameworks exist and what do they claim about the design of m-learning, and 3) what insights can be gained from attempts to bring m-learning to developing countries. Based an examination of these questions, we aim to synthesize existing guidelines, understand these guidelines in light of the theory of transactional distance, and present a preliminary discussion of reasons why m-learning is not merely an evolution of e-learning. We also identify areas where additional research is needed to further develop guidelines and frameworks and address these topics.

Several suggestions for the use of Mobile Phone (MP) sensors in science teaching are found in the literature,
and most of them focus on proposing physics experiments that can be conducted with the aid of the sensors
that commonly exist in smartphones. The proposed experiments rely on the Bring Your Own Devices (BYOD)
approach, that is, students are allowed to bring and use their own MPs in the classroom or school science lab.
The present study investigates (a) the variations in the results of experiments, and (b) other possible
"technical" difficulties which arise when students use their personal MPs to take measurements with
acceleration, sound, and light sensors because of the fact that the devices may be technologically different.
According to the findings, as regards the acceleration and sound sensors, the teacher who decides to use the
students' MPs in classroom experiments will not encounter problems with statistically significant differences
in the results of the same experiment conducted with different devices. In contrast, the use of light sensors
resulted in considerable difficulties, which made it possible to use only a small percentage of devices. Finally,
the illuminance indications vary significantly between the devices, making it impossible to use them as
reliable photometers.

Mobile learning is not a new concept, learning whilst on the move or away from formal educational settings has been happening a long time with the use of books, journal articles, television, radio etc. However what is new is the vast array of devices now available to access learning and to take advantage of being mobile but still being able to capture information and share, collaborate and upload it to a worldwide audience.
Mobile learning (mlearning) is a growing area of pedagogic research, however much of the research so far has focused taking traditional types of instructional learning and putting it on mobile devices, rather than using mobile devices for increased engagement in teaching sessions or for using the devices for capturing information as and when the students are mobile. Herrington et al (2009) claim that although mobile technologies have the potential to be used as powerful learning tools within higher education, “their current use appears to be predominantly within a didactic, teacher-centred paradigm, rather than a more constructivist environment” (p.2). Most mobile learning devices are centred around social learning, e.g. mobile phones, so their pedagogic potential needs to be further explored.
So what is mlearning? Is it to do with use of mobile phones or just the student being able to access information whilst mobile? Kukulska-Hulme & Traxler (2007) define mobile learning as “learning delivered or supported solely or mainly by mobile technologies. These include hand-held computers, PDAs, mobile phones, smart phones wireless laptop pcs and personal media players such as the iPod.” (p.181). However they go on to say that this definition is bound by current technologies, and as technology is constantly changing and improving, we should be flexible in our definition of mobile learning.

In the last decade, interactive touchscreen devices have become ubiquitous in young children, and toddlers first experience touchscreen technology before two. Although parents have a vital role in developing the home environment as a stimulus for development, they also have conflicting views on the appropriateness of using apps to deliver educational content for assorted reasons. The purpose of the study was to reveal various aspects of children's smart mobile use at home, such as the frequency of mobile device usage, preferred app types, and parent beliefs and strategies. Three hundred twenty-five parents of kindergarten children took part in this study. The present study revealed that parents seek to support their children's learning at home via mobile devices. Furthermore, parents lack knowledge about app developmentally appropriateness and need further guidance. We expect the findings to serve as a reference for researchers to better information for parents and create apps with real educational value for children.

The study investigated the effect of using the iPad at home by Saudi young children. Results showed that half of the children in the sample have their own iPad. 50% spend 1-2 hours a day using the iPad; 30% use it on holidays. 74% believe that nowadays use of the iPad has become a necessity. They like to introduce their children to latest technologies. The children can learn quickly and easily. The iPad also keeps the child calm and occupied while the mother is busy, having visitors, or running errands. However, the mothers reported that using the iPad by young children has several negative effects such as: distraction, social isolation; addiction to the iPad; losing their temper when the iPad is taken from them or when it is out of battery. The iPad's glare and staring at the iPad for a long time might affect children's eyesight. The children do not feel like moving or playing, socializing, or communicating with others while using the iPad. The mothers did not agree on the optimal age for using the iPad. The majority recommended setting a time limit for using the iPad under the parents' supervision. Results and recommendations are reported in detail.

The  article  presents  the  results  of  international  research  on  the  use  of  mobile  technologies  as  a support in the process of educating students with special educational needs. A team of research-ers from five European countries conducted a survey among teachers using tablets while working with students with disabilities. Answers from the respondents reveal the image of educators who seek  on  their  own,  without  any  systemic  support,  opportunities  to  strengthen  the  educational  opportunities of their pupils. The research results indicate that systemic organizational, methodical and financial solutions should be developed to facilitate the introduction of mobile devices for special and inclusive education.

The article presents results of a qualitative research conducted among 83 respondents (28 teachers and 55 students) from four European countries, using tablets for work at school. The aim of the research was to investigate the scope of mobile technology usage in teaching and its usefulness in supporting the educational process based on the experiences of teachers and students. The individual interviews and focus group interviews present a picture of teachers and students who realistically assess the advantages and disadvantages of tablets and who now redefine their role in the educational process as a result of their exposure to the pedagogic use of mobile devices

Some Aboriginal and Torres Strait Islander pre-service teachers undertake Initial Teacher Education
through Community Based Programs which enable them to study while living in their own
communities. The use of mobile devices – laptops, tablets and mobile phones – has not been integral
to these Community Based Programs. Yet many of these pre-service teachers already own and use
mobile devices for social purposes. This research examines their perspectives about the use of mobile
devices for professional study. Face-to-face qualitative interviews and focus groups were conducted
with sixty four pre-service teachers and Aboriginal and Islander Education Workers in Queensland
and South Australia. Locations were categorised as very remote, outer regional and inner regional.
This paper shows that voluntary engagement with mobile devices for tertiary professional study
among Aboriginal and Torres Strait Islander pre-service teachers enrolled in these Community Based
Programs is location neutral. If there is mobile network coverage and mobile Internet access at a
location, then there is similar uptake of the use of mobile devices, regardless of the remoteness
classification of that location.    see http://acec2014.acce.edu.au/sites/2014/files/2014ConfProceedingsFinal.pdf

Είναι πλέον γεγονός ότι τεχνολογία και εκπαίδευση έχουν αρχίσει να συμπορεύονται. Οι εξελίξεις της φορητής τεχνολογίας επηρεάζουν και εμπλουτίζουν τη διαδικασία της εκπαίδευσης, κάτι που συμβαίνει με τις νέες έξυπνες φορητές συσκευές, όπως οι ταμπλέτες, οι οποίες αποτελούν μια ακόμη προηγμένη τεχνολογία, η οποία τίθεται στην υπηρεσία της εκπαίδευσης. Οι ταμπλέτες θεωρούνται ιδανικές για χρήση στην προσχολική εκπαίδευση, διότι επιτρέπουν στα παιδιά να πραγματοποιήσουν τη σύνδεση μεταξύ της εκπαίδευσης και της τεχνολογίας μ’ ένα διασκεδαστικό και συνάμα εποικοδομητικό τρόπο. Τα τελευταία χρόνια, έχει ξεκινήσει μια μεγάλη συζήτηση σχετικά με τις δυνατότητες της χρήσης των ταμπλετών στις εκπαιδευτικές δραστηριότητες των μικρών παιδιών. Όμως, τι πραγματικά γνωρίζουμε για τις ταμπλέτες και το ρόλο τους στην εκπαίδευση; Στην παρούσα μελέτη θα επιχειρηθεί μια διεθνής βιβλιογραφική επισκόπηση διαφόρων ερευνών για τις ταμπλέτες, την εκπαιδευτική τους χρήση και τις πρωτοβουλίες εισαγωγής τους στις σχολικές μονάδες.

El trabajo tiene como propósito exponer la necesidad e importancia de incluir en procesos educativos, Tecnologías de Información y Comunicación como Televisión Digital y dispositivos móviles. Según estadísticas recogidas mediante investigación documental, las computadoras e Internet constituyen tecnologías con gran penetración en Latinoamérica y son preferidas al momento de destacar usos educativos de avances tecnológicos, ignorando los dispositivos móviles y la televisión digital que poseen más penetración en los hogares latinoamericanos que las computadoras. Se presenta a la Televisión Digital y dispositivos móviles como medios eficaces para apoyar procesos de educación a distancia, por sus características de interactividad y movilidad.

Ubiquitous ICT devices of today's tertiary students are far more "cognitively penetrating". They are demanding of one's attention and highly pervasive of the learning environment. They have dramatically changed the ecology of education from "learner-plus-learning-material" into "learner-plus-learning-material-plus-technologyand-distraction".The writing skills and old-fashioned brain have been replaced with ICT devices. Students no longer need to write notes, as online course materials are a click away. They perhaps no longer need to use their brains (and powers of cognition, perception and attention) to the extent they once did in order to understand what is being taught.Given the above, the question that needs to be addressed is: how does the availability of such ubiquitous technology impact on students' learning and our teaching? Formal systematic research on the distraction of ICT devices in tertiary classrooms in New Zealand is relatively limited and this research was conducted to explore the issue.Students reported being highly distracted by the use of ICT devices for nonacademic use during lectures by themselves and by their peers. Academics that do not use ICT devices in an integrated way during lectures should consider ways to limit or control its use. Students need to be informed about the distraction ICT devices to themselves and their peers.

This collection of four studies was one of the first to explore an emerging model for mobile learning (Sharples et al., 2007; Taylor et al., 2006). Students in two introductory journalism courses, open to all majors, used either a tablet (N = 44) or a smaller smartphone/iPod (N = 31) to complete assignments. Goals included assessment of the value of rehearsed production of mobile content, graded field assignments, and performance on a mobile quiz with or without optional course-related text messages prior to the quiz. Results indicated consistent support for the value of rehearsing mobile skills and statistically significant higher quiz scores for those receiving guiding text messages. A post semester survey administered to 11 blended courses using or not using mobile devices (N = 459) revealed significantly higher ratings from mobile users for perceived course efficiency, access to course content, intention to take future blended courses, and overall satisfaction.