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 * Angela Brienza 3900022

m-Learning: Positioning educators for a mobile and connected future **
 * Kristine Peters **
 * International Review of Research in Open Learning and Distance Learning **
 * June 2007 **

Mobile learning has the opportunity to provide learners with ‘just enough, just in time and just for me’ education. In this education environment students are able to use mobile devices to interact with classmates, access information and build on already acquired skills. This study interviewed both the provider and the user of mobile technology to examine implications in education and how this was currently being utilized. Peters’ research indicates a high skill level in potential users, a great potential to connect students to various learning environments and a low usage of mobile technology for learning. The underlying theme is the possibility available through the use of m-Learning, the minimal use of this technology, the feelings toward this type of learning in the field of education.
 * Summary **

The intended audience for this research is both producers and consumers of mobile technology. The focus is directed at those in education to become more aware of the possibilities of using mobile technology in comparison to its current usage. Furthermore, Peters informs her audience of educators of the effectiveness and access already present and the need to bring these skills over to learning.
 * Audience **

The purpose of the study was to, ‘provide an indication of whether Australian businesses and institutions are actually using m-technologies and m-Learning” (Peters 2007, p8).
 * Study **

The study involved a literature review into the use of mobile technologies in commerce and education. This review included a working definition of m-Learning, benefits and practical uses of mobile technology and the use of mobile technology and its place in a teacher- student relationship.

Based on the literature review, Peters interviewed 29 respondents to represent Australian businesses, manufacturers of devices, software developers and those in educational and training institutions.

The study was carried out using interviews carried out around three separate survey instruments, for manufacturers and developers, businesses and educational providers. Interviewing two developers, six businesses and 19 educators from a variety of levels. The educational interviews focused on use of mobile technologies, student and teacher perceptions and how mobile technology would most likely be used.

The results indicated that although m-Learning was often discussed among educators it was rarely used. Peters indicated that, “the first task is to learn about and understand how to use the technology” (2007, p 11). The institutions noted the presences and comfort levels of students with mobile phones and despite cost issues, most felt that students were ready to use mobile technologies for learning.

Despite the low usage and the obstacles noted, overall educators felt that m-Learning has many benefits. These included allowing learners to learn in the field, overcoming geographic barriers, provides a faster way of informing students as well as being useful for group learning.

Although Peters explains the use of mobile technology and the benefits of m-Learning there is still a lot of progress that needs to be made for classroom integration. The teacher needs to catch up with the students’ knowledge of technology in order to use this median effectively. Peters notes, that whether or not m-Learning is adapted to daily classroom use depends on the classroom teacher and the curriculum co-ordinator. It is also imperative that in education that technology is not being used just for the sake of it and for motivational purposes, but rather that it fits the curriculum and assessment of the learning.

The study’s research link to much of the information available on m-Learning. Frohberg (2006) as well as Fisher and Baird (2006) both make note of the possibilities of using m-Learning and the desire to link it seamlessly to existing curriculum. Peters’ (2007) research also links to the positive feelings participants in Matilla and Fordell’s (2005) study and Valk et al (2010) expressed in qualitative interviews and responses due to the novelty and engagement of the learning.
 * Comparison **

Peters’ (2007) work inform those interested in undertaking m-Learning as it provides, although very broad an overview of how m-Learning is being used in the industry and in education. She reminds that m-Learning is already happening informally to bridge gaps in geography, communication and keep students organized. It is now up to educators to take this a step further and work with the benefits to educate themselves further on how this can be utilized in schools to reach more students in a way that will support their future. Peters states this is just in time, just enough and just for me learning that requires teacher education and careful consideration of costs and benefits.
 * m-Learning Implications **


 * MOOP – Using M-Learning Environment in Primary Schools **
 * Pasi Mattila and Timo Fordell **
 * mLearn2005 **
 * 2005 **

The article Moop – Using m-Learning environment in primary schools focuses on the use of the mobile phone together with the Moop application to generate learning experiences for primary students. These learning experiences aim at taking students out of the school setting, while still allowing them to use mobile devices to communicate with class and teacher. The aim of the Moop interface is to allow students to use a technology they are already familiar with, the mobile phone and extend its capabilities in educational settings. The study utilizes the principles of inquiry learning to engage students and have them actively involved in problem solving. Matilla and Fordell introduce the reader to the Moop interface and its usability with mobile phones and the practical application and observations of this usage.
 * Summary **

The study is intended for teachers of elementary to middle school aged students. Matilla and Fordell write about the merits of Moop and put it to use in a m-Learning situation.
 * Audience **

The purpose of the research is to introduce the reader to the Moop m-Learning environment as well as demonstrate its benefits in primary education. Matilla and Fordell work to achieve this purpose by outlining the pedagogical and best practices links of Moop and sharing their results of Moop in practice.
 * Study **

The study uses the Moop interface in three elementary classrooms in different schools in Finland. Three different teachers are taking part in the research with classes of approximately 20 students, ages 10 to 12. Prior to the lesson integration of the Moop interface was tested by 1000 students, noted as being novice.

The first stages of the research whereby Matilla and Fordell exposed students to Moop and built up comfort levels with mobile phones took place over several months. During this time students were able to take the mobile device home and work in the Moop environment. The response by students was positive as students, “transfer data of your own picture, voice or text to the network and process them there.” (Matilla and Fordell, 2005, p6).

The pilot program had students responding to the school day, home environment, big events and school tasks and uploading these observations to the Moop environment. Over the few months there was more than 362 mobile observations made by students in the form of picture, voice, video and text.

The results indicated that students are engaged with m-Learning and are able to learn how to work in a mobile environment, effectively in a short period of time. The students were able to take part in their learning and communicate with peer groups in a way that fit their learning style and emphasized their importance in the learning process. However, this study being only a pilot program, there is still much research to be done to link this technology with the curriculum and learning goals of the school. Matilla and Fordell state, “It is very important to analyse and develop this technology further when there is more evidence of utilization in school practise” (2005, p 7). The true benefits and obstacles can not be determined from this study alone as m-Learning and the Moop environment were only in their infancy at this time.

As few research studies present quantitative and qualitative research regarding m-Learning in the elementary environment, there is little to compare. However Matilla and Fordell’s work does hold true to the observations on m-Learning in Codcroft et al (2006) address. Both studies remind that m-Learning has the opportunity to be student driven by placing their ideas at the centre. Education Week (2010) also indicated the growth of m-learning in the K-12 education system based on affordability and access. As mentioned in the 2010 study, Matilla and Fordell’s (2006) Moop interface work with a system that 21st century students are comfortable engaging with and feel motivated within.
 * Comparison **

The study reminds educators of the opportunities available to use m-Learning in the classroom. Primarily it indicates that students are able to learn from their peer observations and feel the value of their own observations. In this situation the learning is dependent on the task the teacher sets but more importantly the responses and the information that the student attaches to these tasks. Mattila and Fordell’s Moop interface exhibits the m-Learning possibilities for younger students who are already comfortable with this technology and need minimal instruction. Furthermore, regardless of whether a teacher is using m-Learning or other traditional methods the research reminds of the importance of student involvement and the possibility of setting up forums where students place their own observations.
 * m-Learning Implications **

//** 2009 **//
 * Technology Integration: Mobile Devices (iPods), Constructivist Pedagogy, and Student Learning **
 * Jared Keengwe, Donna Pearson and Kathy Smart **
 * Association for the Advancement of Computing in Education Journal AACEJ **

** Summary ** Keengwe, Pearson and Smart (2009) conducted a qualitative study on the use of iPods to create podcasts for student learning. The authors identified the popularity of iPods and the potential to use these in education to give students greater access to resources they had missed or need to review. The study was conducted on pre-service teachers to train them on effectively integrating audio into the curriculum for future use. The goal was to demonstrate how technology can be used in conjunction with the curriculum rather than as a stand alone lessons. The study demonstrated that teachers are able to utilize and recognize that that iPods and podcasts can be used as an effective tool in differentiated instruction.

The intended audience for this study is educators who are interested in meeting curriculum requirements through the use of iPods and audio. Although carried out on preservice teachers of middle to high school aged students it is relevant to all educators and can be adapted to meet the needs of individual classrooms. It would also be of interest to teacher training institutes as the study acknowledges a need to train teachers how to use technology appropriately.
 * Audience **

Keengwe, Pearson and Smart’s purpose in conducting this research was to explore students’ perceptions of using iPods for instructional purposes. To achieve their purpose, the researchers are following 45 preservice teachers as they utilize iPods in instructional situations and are then interviewed about their experiences.
 * Study **

The data collection involved a pretest, peer assessment and finally an interview in a focus group. Participants were selected based on the courses they were enrolled in. The students were presented with iPods to use in the study. The pretest examined the comfort levels and expertise of the participants prior to training, than throughout the semester training was given by outside providers to ensure all participants had the same background knowledge. The researchers designed a rubric for assessing podcasts based on a the Linkert Scale and finally the participants were involved in focus groups where they were asked three open ended questions.

The results of the research indicated that the use of iPods for preservice teachers was a positive education tool. The pretest demonstrated that the participants already had a high self-efficacy using iPods. After training sessions and creating podcasts they were then ranked according to, “ (a) introduction; (b) content); (c)delivery; and (d) graphic and music enhancement. Each category contained various degrees of achievement (e.g., exemplary, proficient, partially proficient, and incomplete) “ (Keengwe et al. 2007, p 340). The results found that 80% were ranked by their teachers and their peers as exemplary and proficient, demonstrating that the preservice teachers were able to effectively deliver information using podcasts. Finally, the focus groups proved to have a positive experience using the technology and felt they were now able to create their own podcasts. “The majority of preservice teachers recognized that using iPods and podcasts could be an effective tool for differentiated instruction. Further, many saw podcasts as a vehicle for their future students seeing content as more relevant given the richness and variety of media” (Keengwe, et al. 2007, p 341). The majority of the preservice teachers involved would integrate this mobile technology into their own teaching.

By taking aware some of the uncertainty of working with new technology and a learning environment Keengwe et al (2009) were able to provide new teachers with a skill they could use in the classroom. Van’t Hooft (2008) research on the fears adults feel about technology in the education system and the things they may have access to link to the notion that this should become a part of teacher training. By having adults comfortable with m-Learning they are able to more easily answer the questions of other adults in the system and deal with issues if they arrive. This study of preservice teachers also connected to Frohberg (2006) and Peters’ (2007) research that reminds of the important of the linking to already establish curriculum rather than teaching technology separately.
 * Comparison **

Keengwe et al’s research demonstrates that there is the possibility of effectively delivering content using podcasts and mobile technology. The use of m-Learning in a preservice situation ensures that teachers are comfortable using this style of learning and are able to see the benefits of incorporating these tools into the curriculum. By educating teachers about m-Learning the transition into the classroom becomes smoother and more likely to occur when teachers have their own classrooms.
 * m-Learning Implications **

//** Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia **//
 * John-Harmen Valk, Ahmed T. Rashid, and Laurent Elder **
 * International Review of Research in Open Learning and Distance Learning **
 * March 2010 **

Valk et al’s 2010 study looks to educational settings in Asia to assess the effectiveness of m-Learning in a six different contexts. Here m-Learning focuses on the use of mobile phones to improve access to education and promote new learning. The research uses a mixed-method to determine this effectiveness by measuring the success rates of students using mobile phones to access information verses a control group without access. Each of the six studies show that in fact m-Learning provides increased access to education although costs of this type of learning are not significantly offset by a promotion of learning.
 * Summary **

As the study utilizes six different scenarios and focuses, the audience for this research is great. It extends to English Language learning situations, math and secondary schools and finally teacher training. The benefits seen from m-Learning and the access the students have to resources that may have been inaccessible make this research relevant to all educators as many of the strategies can be adapted to different class situations.
 * Audience **

The purpose of this study was to determine, through case studies, the potential that mobile phones have in m-Learning in relatively underdeveloped education settings.
 * Study **

Each of the case studies utilized both quantitative and qualitative data to measure results. The participants were all in less developed educational settings throughout Asia and were funded by various organizations depending on the country.

Study number one examined the use of mobile phones for English language learning through distance education. Here a control group was used that did not have access to phones verses one who was able to engage in the content with their own phones. After pre and post testing it was found that, “the mean percent correct score of passers in the SMS group was marginally higher than those in the non-SMS group” (Valk et al, 2010 p 124). Despite this marginal difference, the test is still deemed a success based on the positive engagement expressed by the participants.

Study two used SMS technology for language learners in distance education. M-Learning was used across groups of learners as they worked to acquire language skills. Participants saw a 4-point increase in language tests, provided pre and post m-Learning. Student response to the flexibility of m-Learning as well as the engagement were also noted as benefits in this study.

Study three uses SMS in distance education with the emphasis on increasing communication between students and teachers. 52 students were broken into a control group who were given the same material in a face to face lecture verses the experimental group who watch lectures via video and asked questions of the instructor with their mobile phones. The effectiveness of the learning was measured using the same pre and post tests. “The scores reveal that mobile-based learning was at least as effective as face-to-face learning” (Valk et al, 2010 p 128). Valk et al indicate that the results show that m-Learning is a feasible alternative in Bangladesh where face-to-face learning is difficult.

Study four examined test-taking possibilities. A control group was used and the experimental group took the same test using SMS response. The results indicated that there was no significant difference in the testing and therefore no negative effects from using SMS to complete tests.

In India m-Learning took the form of expanding English language by using them for language games in after school activities. These activities were based on comprehension and language usage and were used in two hour session over 38 days. Again pre and post tests were used prior to the program and after. The results found favorable increases and demonstrated the potential for after school m-Learning.

Finally, study six looked at preservice teachers, rather than travel they were able to take part in a six week distance program that used messaging and teleconferences for learning. Furthermore, the teachers were also able to communicate with each other to clarify and build on knowledge. Qualitative data was gathered in the form of journals and interviews and found that the use of mobile phones, “transformed the learning process from a process of instruction to collaborative construction” Valt et al, 2010 p 133).

Van ‘t Hooft (2008) as well as Education Week (2010) note the difficulty in accessing technology due to financial constraints. The m-learning applied in this study demonstrates that there was increase in results and a positive feeling about m-Learning which could be beneficial in other financially constrained situations. Also the final case study of in service teachers again reminds us as did Keengwe et al (2009) that preservice teachers have the opportunities to become comfortable and effective with this technology and carry it into their careers.
 * Comparison **

Overall the studies examined by Valk et al (2010) demonstrated many of the possibilities of m-Learning. The six studies examined show the greater accessibility of education to the learner although much is still to be done to research on whether the increases in learning are apparent. In situations such as these, mobiles can reduce barriers to education while attaining educational outcomes. Implications for pursuing m-Learning will require careful cost-benefit analysis to determine if this is the best way to educate in the developing world.
 * m-Learning Implications **