*M-Learning

M-Learning
The advent of mobile technology holds many possibilities for education to reach the diverse needs of 21st century students. Peters (2007) shares that these opportunities include delivering information via PDAs, mobiles, laptop and tablets. Johnson et al (2009) indicates that new technology for mobile phones is no longer being designed around making a phone call but rather extending to information. Fisher and Baird (2005) remind that by using a mobile platform, the learner has another environment in which they can share and gain knowledge through interaction and instruction.

Education is able to use mobile technology to access the different ways individuals learn and engage in information. Moses (2008) points out m-Learning’s ability to reach the learner and educate is extended to audio and e-books, online collaboration and audiovisual interfaces, in a more financially accessible manner. Van’t Hooft (2008) suggests that students can engage in collaborative learning in and across contexts and locations. While learning throughout these mobile contexts, the learner enters into conversations with new resources, growing from these interactions.

Why M-Learning
Cobcroft indicates, “a constant exposure to digital technologies, gadgets, games, and mobile devices has arguably evolved a new breed of student, the ‘natives’: those learners who think and process information fundamentally differently” (2006, p3). This learner requires a different style of learning to motivate, engage and reach their changing needs. Johnson et al (2009) reminds that institutions need to understand and adapt to the needs of this student, using opportunities they are already comfortable using.

With so many varied learning needs, m-Learning also allows the student to reach material at their own pace and level in a similar manner. Lui et al (2003) reminds that an extension of m-Learning is the ability to monitor differentiated student learning and communicate with various groups.

Another benefit of m-Learning is the accessibility it provides. “mLearning increases access for those who are mobile or cannot physically attend learning institutions – those who would not otherwise be able to follow courses in a traditional educational setting” (Valk 2010, p119). Peters (2006) states that this is not only accessibility for those in remote locations but can take away the need for fixed locations.

Keengwe et al (2009) details that educationally we want students to strive to be collaborative, information seekers who effectively make informed and responsible decisions using the resources around them. M-Learning allows for this connection to information, as students work with others through a variety of contexts. Matilla and Fordell point out that, “interactions between peers are leading towards the group shared knowledge and at the same time the standard of knowledge of an individual learner is rising” (2005 p 107). It is through this interaction that m-Learning is able to create a stimulating, peer supported, learning environment for students (Fisher and Baird, 2005). This style allows educators to match the type of skills they desire in learners as “mLearning represents more than a mere extension of traditional forms of education; mLearning facilitates alternative learning processes and instructional methods that the theories of new learning identify as effective for learning” (Valk et al, 2010, p120).

Current Practice
Education Week (2010) comments that mobiles and ipods, once seen as a nuisance, are beginning to present themselves as a cost effective way of 1-to-1 computing. Valk et al (2010) show mobiles to be a valuable way for language learners to connect to education and the results of Keengwe et al (2009) indicated that preservice teachers see a place for ipods to transfer lesson and review to students.

Moses (2008) states there are four main ways in which m-Learning is currently taking place in education. These include viewing learning through a mobile device, using mobile devices to connect to online content, an augmentation to formal education and independent learner that takes place independently by the learner. In schools, Lui et al (2003) extends this to include taking part in activities that would extend and become a part of a student’s eportfolio or learning log.

Constraints
Despite the possibilities and the minor uses of m-Learning, Frohberg (2006) states that the potential of m-Learning has not fully been explored in education. This can be further demonstrated in the limited amount of studies undertaken using m-Learning, especially in the K-12 sector.

The adoption rate of m-Learning can be restricted due to financial constraints. The same reason Valk et al (2010) stated that m-Learning is being trialed in developing impacts the acceptance of m-Learning in other parts of the world. However, Education Week (2010) reminds that these already present and less expensive devices are a sound alternative to computers.

Johnson et al makes note of changes in education, “There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy. The skills involved in writing and research have changed from those required even a few years ago” (2009, p8). This observation reminds of the important job that educators have of looking to the curriculum and incorporating technological literacy and as Frohberg (2006) imparts, ensuring a meaningful integration. The need for integration across the curriculum is difficult as Peters (2007) indicates, teaching can be set in traditional delivery styles and not meeting students’ information needs.

Finally m-Learning and the adoption of new teaching methods require retraining of teachers in technology and new contexts that arise. Van’t Hooft (2008) states that with m-Learning comes the need to teach students tools for interfaces, and safe, ethical ways to communicate within technology. Cobcroft (2006) shows that the curriculum will require effective blending and matched with, as Frohberg indicates, “Effective course design will need to blend traditional pedagogy with the reality of the media multitasking learner” (2006, p 7).

Possibilities for Effective m–Learning
The research and literature review demonstrate that there are possibilities for effective m-Learning education wide. As Peters (2007) reminds, many teachers are utilizing small aspects of m-Learning already to engage and motivate students. Furthermore, Moses (2008) remarked on the advancements in m-Learning and its applications, which have continued to advance in the past two years.

Another consideration for effective m-Learning lies in proper teacher training. Keengwe et al (2009) show the importance of ensuring that teachers are well equipped for the future. By educating preservice teachers, Keengwe et al (2009) established effective m-Learning practice before teachers were in the classroom. Education Week (2010) and Fisher and Baird (2006) detail the importance of taking this training to established teachers and instilling proper support personnel as without effective training and support, m-Learning can be an ineffectual tool.

Fisher and Baird maintain that, “Students no longer want to be passive recipients of information, but to be joint participants in the creation of knowledge with their instructor and peers” (2006, p 23). M-Learning has the opportunity to be effective by placing student thinking at the centre of learning, much like the IB curriculum in elementary through to secondary. Cobcroft (2006) indicates that m-Learning is in fact a user led education whereby collaboration with peers and teachers helps to form understanding of topics.

Effective m-Learning stems from the construction of knowledge rather than simply memorizing the facts as demonstrated in Matilla and Fordell (2005) study in elementary schools. In order to keep this learning environment effectual Valk et al (2010) encourages educators to be empowered by the possibilities for m-Learning and the opportunities for educators such as greater reach in anytime and anywhere education.

Future Study
As an educator I originally undertook this project in order to effectively reach my elementary students using m-Learning. The range of studies I found were not entirely dedicated to elementary schools, with few looking to handhelds rather than the itouch information I sought. Engagement with the research and my own questions have brought me to the realization that more needs to be investigated in order for m-Learning to be adopted into mainstream classrooms. Valk et al (2010) suggest future research into looking at the cost benefit of m-Learning and more comparative study with control group participants.

Peters (2007) recognized the limited adoption of m-Learning, attributing this to the ability and age of teachers, the costs and infrastructure as well as the fact the many mobiles are not designed with the educational market in mind. Johnson et al (2009) and Education Week (2010) suggest that many of the applications in the current iTouch and iPhone do in fact have educational roots and links. More specific research, especially for K through 12 education, would result in a more rapid adoption of this learning model if effectively matched with curriculum.

Cobcroft et al states, “A decisive element to consider for all aspects of m-learning is the identification of the ‘tipping point,’ where the uptake of mobile and wireless technologies will gain a critical mass which compels institutions to adopt effective and efficient mobile learning plans and approaches” (2006 p 23). To successfully reach that point educators needs to be informed on the merits of m-Learning, be presented with relevant research in their fields and match the ethics, values and knowledge of current curriculum.

** iSchool Link **
The following link was developed by Travis Allen who formed the iSchool Initiative as a way to inform educators about the possibilities of mobile learning. He discusses the reduction in costs, the educational applications already in existence as well as the needs of 21st century learners.

http://www.teachertube.com/viewVideo.php?video_id=104980