Learning & Leading Through Technology - September_October

In 1969, when Neil Armstrong spoke the famous words, “One step for a man, one giant leap for mankind,” the whole world was in awe of the technological capabilities the United States had used to enable a man to set foot on the moon. It is amazing to think that today’s cell phones have more processing power than the Apollo computers had at that time. But it is hardly surprising that mobile technologies are finally being recognized for the many opportunities they can provide.

The Benefits

Educators are one group that has noticed these possibilities, and mobile learning (m-learning) has developed as a subcategory within electronic learning (e-learning). I defined mobile learning as “learning across multiple contexts, through social and content interactions, using personal electronic devices” in the Handbook of Mobile Learning, which was published earlier this year. The definition, in that one short sentence, explains what is so special about mobile learning: It is “learning across multiple contexts,” which describes the portability and versatility that allows us to learn wherever, whenever, and for whichever subject. “Social and content interactions” are the many connections we can make with people and with the subject matter. Finally, “using personal electronic devices” refers to the numerous devices that are available to learn on.

Research has shown that with these unique qualities, m-learning can change what traditional

Helen Crompton is an
assistant professor of in-
structional technology at
Old Dominion Univer-
sity in Norfolk, Virginia,
USA. As an ISTE faculty
member, she has worked
with district leaders,
principals, technology
coaches, teachers, and
parents across the
United States.
Helen Crompton
RESE
AR
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HW
IN
DO
WS

teaching looks like. It can extend the boundaries of traditional pedagogies. In their 2011 report for ESCalate Education Subject Centre, John Traxler and Jocelyn Wishart observed five learning approaches: contingent, situated, authentic, context-aware, and personalized learning (see “Five Learning Approaches” for the details). These five approaches can shift learning to focus on the student and create new ways for educators to teach and students to learn.

The Challenges

M-learning offers many opportunities but also presents a number of perceived barriers that interfere with the use of mobile technologies in schools. Research shows that financial constraints, data privacy concerns, and the need to change teaching styles can all act as hurdles for educators attempting to incorporate technologies into learning and teaching. Lack of money is a common issue in schools and is not specifically tied to m-learning. But data privacy has become an increasing concern since it came to light that 60% of apps are sending children’s information to app developers or third parties. There is also the issue that teachers have to change their everyday behaviors to incorporate technologies into tasks that they previously did without digital technology. This is a difficult change for many to make.