The immense popularity of mobile devices amongst contemporary youth is laying the technological foundation for mobile learning. Whilst mobile learning in most forms is still in the conception stage, some schools are experimenting with the devices on offer and recognizing their potential. Research has revealed the educational benefits of implementing mobile devices within schools yet many factors are hindering its progress. There is a fear that mobile learning will not effectively surpass conception stage and be an eternal idea rather then actually coming into existence in the classroom. This summary will investigate case study’s of how mobile learning is being effectively used in the school context and evaluate the obstacles that are preventing widespread use such as established attitudes, with a focus on the issue of finance.
Mobile learning refers to the use of handheld devices, such as mobile phones, laptops, PDAs and any other IT devices that are used in teaching for the purpose of learning. Glew et al (2003) extends this general description further as,
'Any sort of learning that happens when the learner is not at a fixed predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (p. 6)'
This definition reveals how learning environments are changing. With mobile learning, the potential of the devices should not be limited to being used simply within the four walls of the classroom or on school excursions but at any opportunity. This could be teachers’ sending notes to students via mobiles at home, students revising on the bus and those away sick being sent updates of what is happening over the day. This approach encompasses the innovative value and creativity that the devices offer. Mobile devices are frequently used to communicate socially by youth, signaling that for the effective use of them in school, social context needs to be considered. Richard Culatta’s presentation, ‘Mobile Learning are we there yet?’ (2010), promotes the importance of social contexts, focusing on the need for learner/learner and learner/expert relations. Culatta stresses static content should not be delivered to these devices according to traditional methods of content/learner as it prompts passive participation and a lack of engagement. It also doesn’t take advantage of what the devices offer, they are not simply delivery systems for content, but rather produce social involvement in the learning process, fulfilling the needs of contemporary students. A new pedagogical interaction needs to be formulated, where active use is stimulated through resources like SMS quizzes, interactive games, discussion forums on blogs and research through wireless internet.
With the plethora of resources available, schools have begun experimenting with mobile learning and are attempting active engage with students. Mobile phones in most cases are being utilized as they are a common device that students own and are familiar with. One resource that is being used is MiLK, where interactive learning events are created by teachers and students. Each event contains checkpoints where students answer questions through texts to progress to completion. Whilst being fun and collaborative, which is inline with the social functioning of students, it also is educational, demanding thought, engagement and reflection through posting on discussion forums. One case study of their use in an educational setting shows, ‘The technology is this generations pens and pencils. They had a task that they were wholly motivated by. They had control over the learning and were setting up structures for others to enquire and investigate’ (Meredith, 2008). This resource has proven how effective mobile devices can be in instigating learning experiences, yet why is it not common in every school? What are the barriers preventing widespread use?
It appears that attitudes towards mobile devices are impacting on their educational potential. Why bother with making learning mobile? It is simply a trend that will blow over. Negative mental positions like this are obstructing mobile learning being investigated as a possible form of delivering education to students. There is division between how they are perceived for entertainment and the way they need to be viewed for education, ‘as digital pocket knives of tools for creation and learning’ (Low, 2009). Lists of the disadvantages are available on numerous sites, such as those on the blog, ‘E-Learning Resources’ (Harriman, 2010). They have the same points listed over and over again with rare mention of established attitudes towards mobile devices. Despite advancements in resources available and demands of new learning styles, the established attitude still means it is the norm for schools to have mobile device bans in place. This is due to people’s perception that they are a distraction to ‘proper’ learning, a status symbol, and cause antisocial behaviour like cyber-bullying. Reports show that teachers are not giving enough thought to their potential, simply discarding them, as they do no know how to use them effectively. A teacher is quoted, ‘we haven't really sat down and really thought about, `Is this an important tool?' A lot of us are still thinking this is just a mobile phone and a mobile phone is for talking and this should not be in class’ (Hanna, 2009). This indicates that for mobile learning to have a chance of establishing a place within the school curriculum, teachers need to be trained with effective user skills, but more importantly attitudes of educators, students and the wider community need to change towards them shifting from an entertainment perception to educational empowerment.
Mobile devices have become universally adopted tools for youth yet they are still not being transferred for effective use in educational contexts largely due to the issue of cost. These devices cost money on a continuous basis due to updating plans, data usage and buying new models. Cost also brings up the debate of what devices should the students use? With technological companies, such as Apple marketing towards students it is turning into a fierce competition of which device will win for common use in class. An article by Calvin Taylor (2009), conducted a study on students in Adelaide, Australia to determine the impact of finance on mobile learning. Through surveys, focus groups and observation its came to the surface that ‘the high expense of these mediums…[was] playing a restrictive role, limiting their use.’ The Australian Government has seen the need to revolutionize education by granting $2.2 billion dollars over 6 years to provide equipment, training and access to broadband internet. Canberra Secondary schools are receiving smartboards, computers and wireless internet, showing that mobile devices have been overlooked. So, who is to buy these devices and who is to pay for usage? These questions keep arising in research yet no answer has been found.
Technology impacts on how people socialize, work, gain information, participate in communities and with the development of mobile learning, it is impacting on education. For mobile learning to move beyond conception and limited usage, appropriate pedagogies and educational practice needs to be researched and developed. Educational training for teachers is not the only answer, rather research needs to move beyond just listing disadvantages and benefits to instead provide insight into how they could be used and overcome these negative issues. Devices are geared towards supporting learning yet educational facilities are not progressing with them. This divide needs to be addressed.
References:
Culatta, R. (2009, December 3). Mobile Learning, Are we There Yet? [Video file]. Retrieved from
http://www.youtube.com/watch?v=1SZZgtJKgxk
Glew, J.P., Lefrere, P., O’Malley, C., Sharples, M., Taylor, J., & Vavoula, G. (2003). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. Retrieved from
www.mobilearn.org/download/results/guidelines.pdf
Hanna, C. (2009, June 24). Teachers Urge to Rethink Mobile Phone Ban. Brisbane Times. Retrieved from
http://www.brisbanetimes.com.au/technology/teachers-urged-to-rethink-mobile-phone-ban-20090623-cv80.html
Harriman, G. (2010, April). M-Learning [Web log post]. Retrieved from http://www.grayharriman.com/mlearning.htm#7
Leonard, L. (2009, November 11). The Genie in the Bottle: Unleashing the hidden power of personal mobile devices for learning [Web log post]. Retrieved from http://mlearning.edublogs.org/
Meredith, S. South Australian Botanic Gardens. Retrieved from
http://www.milkit.com.au/milk-teacher-champions/steve-meredith#more-73 MiLK Teacher Champions > Steve Meredith - South Australian Botanic Gardens
Taylor, C. (2009). Pre-paid Literacy: Negotiating the Cost of Adolescent Mobile Technology Use. English in Australia, 44(2), 26-34.
