Limelight on Mobile Learning: Integrating Education and Innovation

By Kukulska-Hulme, Agnes | Harvard International Review, Spring 2013 | Go to article overview

Limelight on Mobile Learning: Integrating Education and Innovation


Kukulska-Hulme, Agnes, Harvard International Review


Mobile apps and tablets have assumed a prominent position in the landscape of technology use in education and training, as anticipated by the EDUCAUSE 2012 Horizon Report. With mobile phone subscriptions totalling around six billion, and predictions that sales of tablets and e-book readers will increase substantially as prices continue to fall, mobile devices are rightly seen as a compelling means of solving pressing global problems in education. Numerous successes have already been recorded.

[ILLUSTRATION OMITTED]

However, concurrently, the rise of social, round-the-clock Internet activity supporting voluntary, loosely organized, informal learning is posing significant challenges for traditional classroom-based education as well as distance teaching. In the en of Web 2.0, an individual's blog post or shared video can generate debate and commentary akin to a successful classroom discussion. At the other end of the scale, astonishing numbers of people registering for massive open online courses (MOOCs) testify to the growing popularity of free, semiformal learning environments that afford good learning materials, a degree of social interaction, and tolerance of intermittent participation due to varying interests and constraints. Use of mobile technologies bolsters this phenomenon.

It is widely known that mobile learning expands access, but less well understood is that it also provides additional channels for communication and collaboration, facilities for context-inspired content creation, location-specific learning, and augmentation of a person's surroundings through extra layers of visual and audio information automatically triggered or delivered on demand. Mobile devices will soon be capable of supporting learners intelligently across study locations and contexts of use, breaking down barriers between formal and informal learning. This article alerts readers to the impacts that these developments are having on traditional models of teaching, since they call into question the role of schools and universities as fixed locations imparting largely static knowledge.

Conveniently, mobile access to educational resources, together with opportunities to join new networks and conversations, has created an irresistible combination. This is a winning formula, even without the latest innovations and advancements. As highlighted in the recent UNESCO Working Paper Series on Mobile Learning, use of mobile phones and other mobile devices can have a positive impact on education by facilitating student learning, helping teachers do their job more effectively, and enabling the development of education systems across the globe. In the case of people who have been subject to serious educational neglect, the benefits of mobile learning can be discerned within a short space of time. The Cambridge International Development Report, Upgrading Development, highlights how mobile technologies can serve those who have been previously excluded from education, due to poverty or disability.

Mobile learning now caters to blind learners, as well as those with other visual impairments. It has been shown to work on a country-wide scale, as well as for individuals. In Bangladesh, the English in Action development project has been deploying mobile technologies as a means of improving communicative English language skills in 25 million people. In conflict zones, mobile devices provide an essential alternative means of sustaining education. From far-sighted digital learning initiatives in Asia, South America and Africa, to flexible and inclusive learning solutions in Australia, via mobile social media in Northern Africa and the Middle East, and underpinned by strong research and development efforts in Europe, mobile learning has been extending its reach to many locations on the globe.

Across the spectrum of education types and levels, mobile learning pedagogy has produced a multitude of examples and cases showing improvements in learning, and greater engagement on the part of students. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Limelight on Mobile Learning: Integrating Education and Innovation
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.