Mobile learning and integration of mobile technologies in education

• Published in: Education and information technologies Vol. 19; no. 4; pp. 737 - 746
• Main Authors: Keengwe, Jared, Bhargava, Malini
• Format: Journal Article
• Language: English
• Published: Boston Springer US 01.12.2014; Springer; Springer Nature B.V
• Subjects: Access to Education; Adolescents; Barriers; Case Studies; Cognitive Ability; Communication Skills; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Cultural Context; Cultural Influences; Developed Nations; Developing countries; Distance learning; Education; Education reform; Educational Change; Educational Environment; Educational innovations; Educational Technology; Electronic Learning; Finland; Grounded Theory; Handheld Devices; India; Information Systems Applications (incl.Internet); Mathematical Logic; Mobile communications networks; Multiple Intelligences; Performance Factors; Program Implementation; Social aspects; Social Environment; Social networks; Social Structure; South Africa; Teaching Methods; Technology application; Technology Integration; Technology Planning; Technology Uses in Education; User Interfaces and Human Computer Interaction; South Africa; Finland; India; Personal digital assistant (PDA); Learning environment; M-learning; M-technology; Instant messaging (IM); Mobile healthcare systems (MHS)
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-013-9250-3

Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and socio-cultural challenges. Specifically, technology tools and applications that are familiar in developed nations may pose unique challenges in developing countries, so ‘one size fits all’ or ‘one technology for all contexts’ does not practically work. Therefore, the authors provide case studies focusing on the pedagogical benefits of mobile technologies when used as educational tools. Ideally, this article is intended to stimulate reflections on the subject of m-learning as well as the integration of mobile technologies in education.