Making a Difference with Mobile Learning in the Classroom

Making a Difference with Mobile Learning in the Classroom

Anjum Najmi, Jennifer Lee
Copyright: © 2010 |Pages: 17
DOI: 10.4018/978-1-61520-672-8.ch007
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Abstract

As technology continues to advance and computers become smaller, faster, and more powerful educational institutions are being confronted with multiple, external factors that are driving them towards change (e.g., rapid developments in information and communication technology that are part of everyday life, and changing characteristics of learners). We have come a long way from the earlier versions of the desktop computer to mini mobile computing devices of PDAs, iPods and stylish smart phones of today. In this chapter, the authors will examine how past generations of learning theories and practices have shaped the genealogy of mobile learning. Next, they focus on the implications, potentials, current practices, and challenges of mobile learning, with the intent to answer the question of how mobile learning can make a difference in the K-16 classroom.
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The Evolution Of Mobile Learning

It is essential for us to look into the past in order to understand the rise and decline of technologies that were supposed to revolutionize learning in education. From the early use of instructional television in classrooms (Hagerstown, MD and Samoan Islands, 1950), to the use of motion film for classroom instruction (Rochester, N.Y, 1910), to the radio broadcasts of the Little Red Schoolhouse (Chicago, 1920), all have proved that technology alone cannot solve our learning problems (Cuban, 1986). Some forms of technology have met with greater success in learning than others.

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