Mobile Learning in School Contexts: Can Teachers Alone Make It Happen?

• Published in: IEEE transactions on learning technologies 2010-01, Vol.3 (1), p.68-81
• Main Author: Passey, Don
• Format: Article
• Language: English
• Subjects: Acceptance; Computer Assisted Instruction; Context; Data mining; Decision support systems; Educational institutions; Foundations; IEEE Potentials; implementation; Learning; Learning Activities; Mobile and personal devices; Mobile communication; nomadic learning environments; Science education; social learning techniques; Social network services; social networking; Teachers; Teaching Methods; Technology utilization
• ISSN: 1939-1382; 1939-1382; 2372-0050
• DOI: 10.1109/TLT.2009.47

Evidence from a range of studies indicates the potential that mobile technologies have to support important aspects of learning. However, it is clear from a number of study findings offering evidence about implementation approaches that developing relevant uses of mobile technologies to support learning is not concerned just with appropriateness of learner techniques or pedagogical approaches, but also with developing wider cultural acceptance and involvement in the contexts in which learning is supported. This paper will present an argument that implementing activities involving mobile technologies that offer benefits to learning requires an adoption of approaches and factors at a wide systemic level. Learning activities using mobile technologies can (and should) occur within learning settings that constitute the foundation of a wide system, including both home and school (informal to formal) elements. An implementation framework is proposed that accommodates appropriate practices within this wide context. It highlights the need for cultural and political factors to be involved at earlier as well as later implementation stages if wide success is to be accomplished.