Reviewing Research on Mobile Learning in K–12 Educational Settings Implications for Students With Disabilities

Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant r...

Full description

Saved in:
Bibliographic Details
Published inJournal of special education technology Vol. 33; no. 1; pp. 27 - 39
Main Authors Xie, Jingrong, Basham, James D., Marino, Matthew T., Rice, Mary F.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2018
Subjects
Cooperative Planning
Disabilities
Educational Technology
Electronic Learning
Elementary Secondary Education
Independent Study
Intellectual Disciplines
Literature Reviews
Predictor Variables
Research Design
Special Needs Students
Synthesis
K–12
inclusive education
socioeconomic status (SES)
students with disabilities
mobile learning
Online AccessGet full text

Cover

More Information
Summary:Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and most importantly (c) research outcomes were generally positive about the potential of M-learning to support the needs of students with disabilities in inclusive settings. Limitations and implications for future research on M-learning are also discussed.
ISSN:0162-6434
2381-3121
DOI:10.1177/0162643417732292