Sarah Greywitt

Dr. Tiene
Instructional Applications of the Internet
October 29, 2012
Mobile Learning

Mobile technology and mobile learning are both very closely connected, chiefly
because the technology is largely what makes mobile learning possible. Also known as
m-learning, mobile learning has different definitions. Some people define mobile
learning by the devices used, and others by the mobility of learners and mobility of
learning (Traxler, 2007, p. 1). More simply, in the article Mobile Learning: At the
Tipping Point Teresa Franklin defines mobile learning as learning that happens
anywhere, anytime (Franklin, 2011, p. 261), but then also defines mobile devices,
learners, social networks and apps, linking mobile learning to technology. Although
there are many definitions, they all center around a mobile student, technology, and the
ability to break down the walls of a classroom.
In Franklins definition of mobile devices, she specifically defines a mobile device
as something that is lightweight, portable and connect[s] to the internet (p. 261).
Accepting this definition, then, typically mobile learning does include connection to the
Web. With this connection, many learning tools can be used, such as quizzes that can be
taken and graded instantly (Hung et al, 2010). However, mobile learning can also
utilize technology such as iPods and e-readers that can hold a vast amount of
information, but may not always connect to the Web.
Other features of mobile learning can be identified through the framework of
personalization, authenticity and collaboration. First, personalization refers to a learner
having control over the place (physical or virtual), pace and time they learn, and can
enjoy autonomy over their learning content (Kearney et al, 2011, p. 9). Authenticity
refers to a real-world of practice (Kearney et al, 2011, p. 9), which means that mobile
learning can place a learner in an environment that is either virtual, or is the real
environment for which a learner may be training. The mobile device helps the student
with immersion, so that they may still learn through information accessed with a mobile
device, all while the student can engage in the real-life environment. And finally,
collaboration can help learners to interact more closely: Thishigh level of networking
creates shared, socially interactive environments so m-learners can readily
communicate multi-modally with peers, teachers and other experts, and exchange
information (Kearney et al, 2011, p. 10). The device keeps students connected, and this
collaboration can increase their ability to learn and retain information.

Applications Available
Mobile technology can come in many forms, from smart phones to iPads and can
even include laptops. There are different degrees of mobility from devices that enable
mobile learning. Franklin (2011) notes this distinction in her article Mobile Learning:
At the Tipping Point. She describes a highly mobile device as something that can fit
in a pocket, and includes smart phones and flip cameras (p. 261). Slightly larger, very
mobile devices include slates, pads and netbooks (p. 261) and a mobile device refers to
a laptop (p. 261-262). With a greater degree of mobility, a learner has more flexibility
and learning options. Educators can use these increasingly mobile devices for new
activities. With more and more flexibility in the learning space, the definition of a
classroom expands, which I will discuss further below.

Potential for Instruction and Training
There are many advantages to using mobile technology in education.
Communication is made much more easily with a smart phone or tablet. Learners can
converse with one another, and can also communicate more easily and more frequently
with members of faculty (Franklin, 2011). This ease in communication can contribute to
better collaboration, as mentioned above. For example, students can collaborate with
the use of a wiki that can be accessed on a mobile device, and wherever they are, they
can contribute to collaborative research. Students can learn in any location, and still
respond more quickly to one another because they have mobile technology. Currently,
mobile devices are used the most for communication and collaboration (El-Hussein &
Cronje, 2010), although there are many more ways to use mobile devices for learning.
As I have already mentioned, one huge advantage to mobile learning is the ability
for students to learn anywhere. Significantly, mobile devices are revolutionary because
they transcend the boundaries of the structural stasis of classrooms and lecture halls
and their associated modes of communicationthey do not have to be confined to one
particular place in order to be effective (El-Hussein & Cronje, 2010, p. 13). This
revolution can really change the face of learning. Because students have access to vast
quantities of information wherever they are, they can be taught to be more independent
learners. This changes the dynamic between the student and teacher; the student no
longer needs to rely on the instructor to provide all content in a class.
Mobile technology not only allows learning to happen in various locations, but
also extends education to different learners and contributes to lifelong learning.
Technology makes learning more efficient and productive (Hung et al, 2010, p. 33).
For example, someone who is not taking college classes can still subscribe to a podcast
and listen to it on their iPod while driving in their car, or watch free classes on iTunes U.
Learners can engage in a variety of topics, because so much information is so easy to
access.

Example of Mobile Learning in Action
There are many uses for mobile learning, including the benefit for students who
are learning in outdoor classroom activities. Hung et al (2010) reviews a study in the
article entitled Formative Assessment Design for PDA Integrated Ecology
Observation. This study followed twenty-seven fifth and sixth graders as they engaged
in a field-based ecology observation in a Natural Science class in Taiwan. Personal
Digital Assistants (PDAs) were used for the students to aid in their learning. Students
were also given a digital camera and telescope. The PDAs were able to give instruction
to the students through a three-layer observation worksheet design (Hung et al, 2010,
p. 35). Worksheets not only gave information, but the PDA allowed students to record
observations in the moment, and take quizzes to assess understanding. The correct
answers to the quiz were then automatically given to the students, providing further
factual information (Hung et al, 2010), allowing them to learn independently. This
instant acquisition of accurate information is possible because of the mobile device. The
portability of the device allowed students to carry it with them on their excursion. They
could take pictures, record data, and then reflect on their findings in their e-diaries,
which helped them to understand the material. Capturing this information, then
quickly reflecting, is possible with the use of the PDA.

Challenges
Some of the challenges with mobile learning have to do with the newness of the
technology. We are still getting used to having it, and what it can do. We are at a
revolutionary time in education (El-Hessein & Cronje, 2010). We as educators are
used to the lecture model. We teach this way because we have been taught that way,
and it is what we know. Now, with mobile technology, there are so many options, and
we must learn how to use them effectively. We are still discovering the possibilities that
mobile technology holds, and so rethinking education (more broadly) and redesigning
our classes (more specifically) takes time.
Another challenge is the broad range of mobile technology available to us. There
are lots of different kinds of devices, and they are always changing. Unless a school has
decided to provide all students with an iPad, for example, you could have a classroom of
students with different kinds of mobile technology available to them. Not every student
has the exact same capabilities. This is a challenge for educators, which may lead some
to abandon the use of the technology altogether.
There is a resistance among educators to embrace the technology. In her article
Mobile Learning: At the Tipping Point, Franklin discusses the complexity of mobile
technology for learning. Our students can quickly, through the use of their mobile
device fact check a class lecture, find people who may know more about the topic than
the faculty, find people who have completed the assignment last year and ask them for
helpor copy intellectual property directlyand facebook or tweet (becoming verbs)
how bad/boring your class isall while attending your lecture (Franklin, 2011, p. 263).
So, because technology may be viewed by some faculty as something to fight against and
insist students turn off, it may take some people time to for them to see the value in
using it for learning.
Students may also resist using mobile technology for learning. Some students
may be resistant because they expect their technology to be used just for fun or for
listening to music (Franklin, 2011, p. 274). Some students may be non-traditional and
not used to using mobile technology at all. Changing how the learner sees their
technology, and teaching them how to use their technology for learning could be a
difficult hurdle for many people, and this change may take time.
There could also be a learning curve for educators. While our students are
already comfortable with the functionality of different mobile learning tools (Franklin
2011, p 273), the educator may not be at all familiar. It takes effort for an educator to
acquire and learn about the mobile devices that keep changing. There is also rapid
growth in technology, and currently, mobile learning is still not the primary mode of
delivery in higher education (El-Hussein & Cronje, 2010, p. 12). Breaking into a new
way of teaching may require adventurous educators to take the leap.
As we venture into mobile learning, we are just beginning to understand and use
its capabilities, and some challenges lie ahead. One thing is certainthe future of
mobile learning looks full of possibility.



References
Franklin, T. (2011). Mobile learning: at the tipping point. TOJET: The Turkish Online
Journal of Educational Technology. Retrieved October 25, 2012 from
http://www.eric.ed.gov/PDFS/EJ946635.pdf
El-Hussein, M. O. M. & Cronje, J. C. (2010). Defining mobile learning in the higher
education landscape. Educational Technology & Society. Retrieved October 28,
2012 from http://www.ifets.info/journals/13_3/3.pdf
Hung, P.-H., Lin, Y.-F., & Hwang, G.-J. (2010). Formative assessment design for PDA
integrated ecology observation. Educational Technology & Society. Retrieved
October 26, 2012 from http://www.ifets.info/journals/13_3/5.pdf
Kearney, M., Schuck, S., Burden, K. & Aubusson, P. (2011). Viewing mobile learning
from a pedagogical perspective. Research in Learning Technology. Retrieved
October 25, 2012 from http://www.eric.ed.gov/PDFS/EJ973806.pdf
Keskin, N. O. & Metcalf, D. (2011). The current perspectives, theories and practices of
mobile learning. TOJET: The Turkish Online Journal of Educational
Technology. Retrieved October 25, 2012 from
http://www.eric.ed.gov/PDFS/EJ932239.pdf
Trazler, J. (2007). Defining, discussing and evaluating mobile learning: the moving
finger writes and having writ The International Review in Open and Distance
Learning. Retrieved October 26, 2012 from
http://www.eric.ed.gov/PDFS/EJ800946.pdf