Mobile Devices in Education: Mobile Devices in Education: A Literature ReviewA Literature Review

Charlotte KingCharlotte King

ITEC 8133ITEC 8133

Fall 2012Fall 2012

IntroductionIntroduction

Mobile devices are ever-present in today’s society Mobile devices are ever-present in today’s society and schools are joining the trend. Devices such and schools are joining the trend. Devices such as iPods, iPads, MP3 players, mobile phones, as iPods, iPads, MP3 players, mobile phones, and e-readers are being used across the world and e-readers are being used across the world for educational purposes. The literature and for educational purposes. The literature and research, while forthcoming as this is a fairly research, while forthcoming as this is a fairly new topic, offers a variety of studies as well as new topic, offers a variety of studies as well as recommendations for implementing mobile recommendations for implementing mobile devices into the classroom. The literature devices into the classroom. The literature reviewed will provide awareness into how and reviewed will provide awareness into how and why mobile devices are being used in education why mobile devices are being used in education and how they are enhancing learning.and how they are enhancing learning.

Mobile Devices: IntroductionMobile Devices: Introduction

M-learning is the delivery of learning through mobile devices (Peters, 2007)M-learning is the delivery of learning through mobile devices (Peters, 2007)– Also includes e-learningAlso includes e-learning

Mobile devices allow learners to learn any time, anywhere (Caudill, 2007)Mobile devices allow learners to learn any time, anywhere (Caudill, 2007)Learners can easily carry and access reference tools in the real world with Learners can easily carry and access reference tools in the real world with mobile devices (Koole, McQuilkin & Ally, 2010 )mobile devices (Koole, McQuilkin & Ally, 2010 )Students are already using these devices in their daily lives; applying them Students are already using these devices in their daily lives; applying them in the classroom can make learning more motivatingin the classroom can make learning more motivating– Students in Hooft, Kratcoski, Swan, and Unger’s (2005) study reported enjoying Students in Hooft, Kratcoski, Swan, and Unger’s (2005) study reported enjoying

using the devices for educational purposes, especially because they could take using the devices for educational purposes, especially because they could take the devices with them and access the information anywherethe devices with them and access the information anywhere

““Digital Natives”Digital Natives”– Students presently in schoolStudents presently in school– Have grown up in a world of technologyHave grown up in a world of technology– Are accustomed to communicating with others at any time Are accustomed to communicating with others at any time

and any placeand any place– Learners who, when faced with a question or obstacle in their everyday lives, find Learners who, when faced with a question or obstacle in their everyday lives, find

the answer immediately (through mobile technology); educators must utilize the answer immediately (through mobile technology); educators must utilize technology to apply this “demand to know” characteristic of digital natives in the technology to apply this “demand to know” characteristic of digital natives in the classroom (McCaffrey, 2011)classroom (McCaffrey, 2011)

Mobile devices are allowing and encouraging students to learn outside the Mobile devices are allowing and encouraging students to learn outside the classroom settingclassroom setting– ““Ubiquitous computing”: mobile devices being used all the time and on a regular Ubiquitous computing”: mobile devices being used all the time and on a regular

basis (Purcell, 2005)basis (Purcell, 2005)The use of these mobile devices begins with the teachersThe use of these mobile devices begins with the teachers

Mobile Devices: Mobile Devices: How are schools using them?How are schools using them?

English Language Learners (ELL)English Language Learners (ELL)– Language acquisitionLanguage acquisition– Listen to podcasts, lessons, etc. with limitless replay; learn new Listen to podcasts, lessons, etc. with limitless replay; learn new

vocabulary through listening, reading, and viewing pictures (Lacina, vocabulary through listening, reading, and viewing pictures (Lacina, 2008)2008)

– Translation and dictionary applications; self-recorded reading for Translation and dictionary applications; self-recorded reading for teacher feedback and self-monitoring (Demski, 2011)teacher feedback and self-monitoring (Demski, 2011)

– Students receive text messages on mobile phones with English learning Students receive text messages on mobile phones with English learning materials for use outside the classroom (Thornton & Houser, 2005) materials for use outside the classroom (Thornton & Houser, 2005)

Special Needs StudentsSpecial Needs Students– AT (Assistive Technology)AT (Assistive Technology)

Special needs students are more willing to use AT in the classroom because Special needs students are more willing to use AT in the classroom because mobile devices are commonplace, for all students, not just those with special mobile devices are commonplace, for all students, not just those with special needsneeds

– Alleviate distractions by being able to hold the device and use Alleviate distractions by being able to hold the device and use headphones to block out environmental noise (Blaisdell, 2006)headphones to block out environmental noise (Blaisdell, 2006)

– Writing tools: easier for students to type than write if they have motor Writing tools: easier for students to type than write if they have motor skill issues; students are also more willing to do the writing because it is skill issues; students are also more willing to do the writing because it is physically easier (Vahey & Crawford, 2002) physically easier (Vahey & Crawford, 2002)

Mobile Devices: Mobile Devices: How are schools using them?How are schools using them?

Curriculum Learning and CognitionCurriculum Learning and Cognition– Dialoguing with teachers and peers, monitoring comprehension, self-assessing, Dialoguing with teachers and peers, monitoring comprehension, self-assessing,

and accessing information all the time, including outside the classroom and and accessing information all the time, including outside the classroom and applying this knowledge in their everyday lives (Koole, et al., 2010)applying this knowledge in their everyday lives (Koole, et al., 2010)

– Note-taking, test review, calculations—all which assist with organization skills Note-taking, test review, calculations—all which assist with organization skills (Hooft, et al., 2005)(Hooft, et al., 2005)

– Apply up-to-date information from numerous sources to learning and share that Apply up-to-date information from numerous sources to learning and share that information in a variety of formats (McCaffrey, 2011)information in a variety of formats (McCaffrey, 2011)

– Problem-based learningProblem-based learningPlaying simulation games with real-life scenarios in which students are required to Playing simulation games with real-life scenarios in which students are required to conduct outside research to solve problems (Peters, 2007).conduct outside research to solve problems (Peters, 2007).

– Staff utilization with iPads and iPods: monitor and assess students without direct Staff utilization with iPads and iPods: monitor and assess students without direct observation (Koole, et al., 2010) and stay organized (Purcell, 2005)observation (Koole, et al., 2010) and stay organized (Purcell, 2005)

– Content sharing with iPads and iPods: students are able to use podcasts and Content sharing with iPads and iPods: students are able to use podcasts and other methods to share their knowledge and information with the entire world other methods to share their knowledge and information with the entire world (Caudill, 2007; Lacina, 2008; Saine, 2012)(Caudill, 2007; Lacina, 2008; Saine, 2012)

– E-readers supply level-appropriate texts for students and include additional E-readers supply level-appropriate texts for students and include additional features such as dictionary, highlighting, and note-taking abilitiesfeatures such as dictionary, highlighting, and note-taking abilities

– Mobile phones used for messaging (Rekkedal & Dye, 2007; Jones, Edwards, & Mobile phones used for messaging (Rekkedal & Dye, 2007; Jones, Edwards, & Reid, 2009) Reid, 2009)

Faster than e-mail—students were more apt to use messaging because of the fast Faster than e-mail—students were more apt to use messaging because of the fast response timeresponse time

– Mobile phones are used for online discussions, chatting, file transfer, and library Mobile phones are used for online discussions, chatting, file transfer, and library access and usage (Kadirire, 2007; Rekkedal & Dye, 2007; Caudill, 2007) access and usage (Kadirire, 2007; Rekkedal & Dye, 2007; Caudill, 2007)

Mobile Devices: Mobile Devices: How are schools using them?How are schools using them?

MotivationMotivation– Students are more motivated because they feel using Students are more motivated because they feel using

the mobile devices (as opposed to pen and paper the mobile devices (as opposed to pen and paper writing assignments) is “easier and more fun” (Hooft, writing assignments) is “easier and more fun” (Hooft, et al., 2005)et al., 2005)

– Used as a reward (Price, 2011)Used as a reward (Price, 2011)– Students already know Students already know

how to use the mobile how to use the mobile phones; using them for phones; using them for educational purposes educational purposes allows them to use the allows them to use the device in a new way device in a new way (Vahey & Crawford, 2002) (Vahey & Crawford, 2002)

Mobile Devices: BenefitsMobile Devices: BenefitsInstructionalInstructional– Students Students

Organized; willing to collaborate and self-assess; more writing; engaged (Hooft, et al., Organized; willing to collaborate and self-assess; more writing; engaged (Hooft, et al., 2005)2005)Feel more connected to the course, classmates, and instructors (Kadirire, 2007; Jones Feel more connected to the course, classmates, and instructors (Kadirire, 2007; Jones et al., 2009; Vahey, Crawford, 2002) et al., 2009; Vahey, Crawford, 2002) Motivated to use them, even after encountering problems (Couse & Chen, 2010Motivated to use them, even after encountering problems (Couse & Chen, 2010

– TeachersTeachersDifferentiate instruction (Crichton, Pegler, & White, 2012) Differentiate instruction (Crichton, Pegler, & White, 2012)

– Able to send different text messages on mobile phones to different students based on ability Able to send different text messages on mobile phones to different students based on ability level (Lim & Wang, 2005)level (Lim & Wang, 2005)

– Easy navigation for people of all ages, including young children (Geist, 2011)Easy navigation for people of all ages, including young children (Geist, 2011)– E-books cost less than traditional texts (Shurtz & Isenburg, 2011)E-books cost less than traditional texts (Shurtz & Isenburg, 2011)

TechnologicalTechnological– Portability; social interactivity; connection to other technologies and networks; Portability; social interactivity; connection to other technologies and networks;

multiple inputs (keyboarding, drawing) (Hooft et al., 2005; Peters, 2007; Purcell, multiple inputs (keyboarding, drawing) (Hooft et al., 2005; Peters, 2007; Purcell, 2005) 2005)

– Cost compared to computers; ease of carrying and accessing information Cost compared to computers; ease of carrying and accessing information (Crichton et al., 2012; Geist, 2011) (Crichton et al., 2012; Geist, 2011)

– Anytime accessAnytime accessStudents reported language progress partially due to accessibility of information during Students reported language progress partially due to accessibility of information during everyday life (Cavus & Ibriham, 2009)everyday life (Cavus & Ibriham, 2009)

Mobile Devices: Drawbacks/IssuesMobile Devices: Drawbacks/Issues

Instructional Instructional – Cost; ubiquity (in remote areas) (Koole, et al., 2010; Purcell, 2005)Cost; ubiquity (in remote areas) (Koole, et al., 2010; Purcell, 2005)

TechnologicalTechnological– Small screen sizeSmall screen size– Difficulty for input/output of textDifficulty for input/output of text– Technology is ever-changing: the devices of today could be replaced Technology is ever-changing: the devices of today could be replaced

tomorrowtomorrow– When using multiple devices, syncing them together can be difficult When using multiple devices, syncing them together can be difficult

(Crichton et al., 2012)(Crichton et al., 2012)– Internet connections are unavailable without Wi-Fi (Rekkedel & Dye, Internet connections are unavailable without Wi-Fi (Rekkedel & Dye,

2007)2007)– Mobile phones: battery life and small screens and buttons (Milrad & Mobile phones: battery life and small screens and buttons (Milrad &

Spikol, 2007; Rekkedal & Dye, 2007; Vahey, Crawford, 2002) Spikol, 2007; Rekkedal & Dye, 2007; Vahey, Crawford, 2002)

Teacher TrainingTeacher Training– Need several course and numerous hours of training to use devices successfully (Blaisdell, Need several course and numerous hours of training to use devices successfully (Blaisdell,

2006; Crichton, Pegler, & White, 2012; Demski, 2011; Geist, 2011; Koole, McQuilkin & Ally, 2006; Crichton, Pegler, & White, 2012; Demski, 2011; Geist, 2011; Koole, McQuilkin & Ally, 2010; Lacina, 2008; Purcell, 2005) 2010; Lacina, 2008; Purcell, 2005)

– Need time after training to further familiarize themselves and plan for specific instruction Need time after training to further familiarize themselves and plan for specific instruction (Lacina, 2008; Purcell, 2005) (Lacina, 2008; Purcell, 2005)

– Allow teachers to use the mobile devices outside the classroom, motivating them to find new Allow teachers to use the mobile devices outside the classroom, motivating them to find new ways to utilize them (Newton & Dell, 2011)ways to utilize them (Newton & Dell, 2011)

Acceptable UseAcceptable Use– Policies need to be established and maintained (Blaisdell, 2006)Policies need to be established and maintained (Blaisdell, 2006)– Administrators and instructors need to explain digital citizenship, how to use the devices Administrators and instructors need to explain digital citizenship, how to use the devices

properly, and blocking necessary items from students (Crichton, Pegler, & White, 2012)properly, and blocking necessary items from students (Crichton, Pegler, & White, 2012)

InstructionInstruction– Use mobile technology as often as possible (Briggs, 2012)Use mobile technology as often as possible (Briggs, 2012)– Use in meaningful and justifiable ways, not just to “use” the technology (Crichton et al., Use in meaningful and justifiable ways, not just to “use” the technology (Crichton et al.,

2012)2012)– Encourage students to be creative and take ownership of learning and outcomes (Lacina, Encourage students to be creative and take ownership of learning and outcomes (Lacina,

2008) 2008) – Provide explicit instructions and modeling when appropriate (Lacina, 2008) Provide explicit instructions and modeling when appropriate (Lacina, 2008) – Observe other teachers utilizing the technology; integrate the use of technology when Observe other teachers utilizing the technology; integrate the use of technology when

applicable to the instruction and when the instructor feels comfortable using the technology applicable to the instruction and when the instructor feels comfortable using the technology (Lacina, 2008)(Lacina, 2008)

OtherOther– Access to high bandwidth networks for unlimited, constant internet access for all users Access to high bandwidth networks for unlimited, constant internet access for all users

(Rekkedal & Dye, 2007) (Rekkedal & Dye, 2007)

Recommendations for Implementing Recommendations for Implementing Mobile Devices into the ClassroomMobile Devices into the Classroom

ConclusionConclusionOverall, the research shows that using mobile devices in Overall, the research shows that using mobile devices in

the classroom is beneficial. Conversely, there is not the classroom is beneficial. Conversely, there is not much research out there on this topic; most of the much research out there on this topic; most of the research that is available is qualitative in nature. research that is available is qualitative in nature.

More research needs to be completed in order for further More research needs to be completed in order for further conclusions to be made. This can only happen if conclusions to be made. This can only happen if teachers are motivated to use mobile technologies and teachers are motivated to use mobile technologies and researchers are willing to conduct studies.researchers are willing to conduct studies.

Mobile devices in education is a phenomenon that will Mobile devices in education is a phenomenon that will continue to grow as the digital natives do; teachers must continue to grow as the digital natives do; teachers must strive to meet the expectations and challenges of strive to meet the expectations and challenges of working with mobile technology in the classroom and working with mobile technology in the classroom and fostering lifelong, meaningful learning in their students.fostering lifelong, meaningful learning in their students.

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