Mobile Wireless Technologies Application in Education

Mobile Wireless Technologies Application in Education

Maryam Haghshenas (MAGFA Company, Iran), Abouzar Sadeghzadeh (University of Bradford, UK), Roghayeh Shahbazi (Alzahra University, Tehran, Iran) and Mojtaba Nassiriyar (University of Tehran, Iran)
Copyright: © 2016 |Pages: 22
DOI: 10.4018/978-1-4666-8789-9.ch049
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Abstract

This chapter brings the reader's attention to understanding how technologies are aiding education with a focus on mobile technologies. In the early sections of this chapter, mobile technologies are explained briefly along with their significance to education. Implications for all involved in the education process using these technologies are then discussed. A pedagogical framework for mobile learning is then introduced along with standard theories commonly used, such as the transactional distance theory. Technological limitations and considerations are discussed to highlight future measures when designing these technologies specifically for educational purposes. Examples of mobile technology implementations in current education stages are then presented, such as mobile technology uses in higher education along with technologies used for early learners. Finally, the main objective of this chapter is presented to discuss the future of mobile technologies thoroughly, including assumptions of how these technologies will be part of everyday life for future learners.
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How Can Mobile Technologies Be Significant To Education?

Most technologies for personal use are mobile devices that can fit in our pockets and enable worldwide communication. This universal appeal creates an interest in utilizing these resources for learning purposes. There are many examples of learning using mobile devices such as personal digital assistants and mobile phones but are part of a larger space of possible mobile technologies which are mostly classified into the two dimensions of personal vs. shared and portable vs. static.

Education using mobile technologies is starting to reach institution wide implementations. Educators and developers should take into account the following factors for successful implementations:

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    Context: Utilization of contextual information which may go against learner's privacy rights.

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    Mobility: Being able to learn outside the classroom may cause learners to participate in activities what clash with the educators program or curriculum.

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    Learning over Time: Useful tools are required for recording, organizing and obtaining learning experiences.

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    Informality: Certain technologies may be abandoned if learners feel their social network is being compromised.

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    Ownership: Learners wish to control personal technology which presents a dilemma when brought to the classroom.

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