Professional Documents
Culture Documents
Liberty University
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 2
Summary
The advances in mobile technology have introduced the field of education to mobile
learning devices, marking the dawn of a new era of education in the 21st century - mobile
learning(Baran, 2014). Mobile devices have revolutionized the field of technology due to the
advances in networking and portability (Baran, 2014). The purpose of this research review is to
examine the impact of Mobile Learning on teacher education (Baran, 2014). It emphasizes the
importance and the lack of empirical evidence in the field of education with respect to mobile
research addressing issues in trends and gaps detected in review of literature on integration of
mobile learning and teacher education (Baran, 2014). The synthesis includes analysis of 37
studies on mobile learning in teacher education (Baran, 2014). The target population includes
both pre-service and in-service teacher from around the world (Baran, 2014). The synthesis is
conducted in three phases: search and inclusion; individual study review; and cross study
The examination of the research articles in this synthesis on mobile learning and teacher
education suggests that the use of mobile learning tools and devices and the interest in mobile
learning have mushroomed around the globe, in the 15 years spanning from 2000 to 2014
(Baran, 2014). The bulk of the research on mobile education and teacher education, 38%, was
conducted in the USA (Baran, 2014). Many of the articles reviewed in this synthesis focuses
preservice teacher education in cross-content areas (Baran, 2014). The data sources used in the
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 3
data, and audio and video transcripts (Baran, 2014). The mobile devices most commonly used in
teacher education included: mobile phones (42.5%), tablets (17.5%), PDAs/handheld PCs
The key findings of the according to Baran, 2014, study include: 1) Growing
inclination towards integration of mobile learning and teacher education; 2) Lack of reporting
perceptions, attitudes and patterns of usage of mobile learning devices; 4) Engagement with
mobile devices viewed as beneficial; 5) Lack of reporting on the challenges involved with
mobile learning; and 6) Pedagogical practices that support mobile learning integration into
Critique
This is a great article that sheds light on Mobile Learning and teacher education. Its
emphasis on the importance of empirical evidence with respect to mobile learning and teacher
education and the lack of it is strikingly significant. Thus, it is an enriching piece of literature
that deserves to be included in any review to do with Mobile learning and teacher education.
The purpose and objectives of this qualitative synthesis addressing trends and gaps in
the literature on the integration of mobile learning and teacher education - is very much current
and relevant, as available research in m-learning and teacher education is scant (Baran, 2014).
The findings of this research in my view, contribute immensely in enhancing the readers
knowledge on the topic of discussion the impact of mobile learning on teacher education. I
agree with the author, that the major implications of this synthesis are significant in providing
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 4
guidelines and theoretical and conceptual frameworks based on empirical research evidence to
References
http://www.ifets.info/journals/17_4/2.pdf
Summary
The advances in mobile computing technology and ubiquity of access to the Internet have
field of education (FitzGerald, Ferguson, Adams, Gaved, Mor, & Rhodri, 2013). This research
paper provides a qualitative examination of the nature and developments in the field of AR and
its significance and potential for learning as they pertain to mobile learning (Fitzgerald, 2013). It
begins by defining technology enhanced realities in terms of virtual, mixed and augmented while
examining the link between reality and virtuality (Fitzgerald et al., 2013).
Through the examination of prior research in the field of AR, authors provide a rather
detailed and elaborate definition of AR highlighting three key attributes: 1) a system that runs
interactively in real time, 2) aligning/registering virtual and real objects with each other, 3)
combining them in a real environment (Fitzgerald et al., 2013). Key contributions and
implications of this study to the field of education include: the analysis of fundamental
pedagogies related to the use of AR for educational purposes; and the taxonomy that classifies
various characteristics of mobile AR for learning in outdoor situations (Fitzgerald, 2013). The
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 5
paper also discusses the challenges to the use of AR in education in terms of technical,
pedagogical and social challenges (Fitzgerald et al., 2013). It also sheds light on the usefulness of
AR in facilitating different types of learning: situated learning, multi modal learning, experiential
learning and construction of multiple perspectives (Fitzgerald et al., 2013). Further, the study
explores the following: the pedagogic theories that fortify the use of AR; provision of a
criticisms and limitations of AR; and proposal on how AR can be used as part of mobile learning
(Fitzgerald et al., 2013). Limitations of AR in mobile learning, according to the study include:
availability and cost of devices, Internet services and infrastructure, cognitive overload, strengths
and weaknesses of tools, lack of technical support, and environmental barriers etc. (Fitzgerald et
al., 2013).
Critique
This is a very insightful article examining the means of syncing augmented reality with
mobile learning. I find it quite fascinating as to how this paper connects AR, a modern
learning tool and an artefact to facilitate learners contact with the world (Fitzgerald, 2013). The
taxonomy provided by the author, classifying various characteristics of mobile AR for learning in
outdoor situations, in my view, is vastly useful in understanding how AR can enhance and enrich
mobile learning. The examination of the Global Positioning System or GPS as a classic example
of mobile AR, provides the reader with a real-world and authentic insight in comprehending the
Although, the paper overall discusses quite a number of current and relevant topics on
AR and M-learning rather comprehensively, authors fail to examine how effective of a tool AR
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 6
strongly believe that Augmented Reality can of great benefit to students with special needs in
assisting them with multi modal learning. Thus, I suggest, that further research should be done
on the relevance and significance of AR and M-learning in the field of special education.
References
Fitzgerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., and Rhodri, T. (2013). Augmented
Reality and Mobile Learning: The State of the Art. International Journal of Mobile and
Summary
The developments in the field of technology have revolutionized the information and
knowledge sharing in the 21st century. The purpose of E-learning in the 21st Centurty: A
framework for research and practice, as implied by the title itself is to deliver a framework for
understanding the application of e-learning to guide and assist research and practice in the
direction of mediating higher order learning (Garrison, 2017). According to Garrison, 2017, the
most crucial framework that has contributed in the shaping of e-learning in the 21st century is the
and practice on online and blended learning in the 21st century, the author believes, it is of
essence to shed light on both transformative and disruptive nature of the impact of e-learning on
The book is divided into two parts: Part I, which spans for 5 chapters, focuses on
constructing and illustrating the conceptual framework for understanding e-learning and Part II,
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 7
which spans for 6 chapters, discusses the application of the CoI framework (Garrison, 2017).
The book also provides an elaborate introduction with a comprehensive description of e-learning,
terms of theoretical and community of inquiry frameworks (Garrison, 2017). The CoI framework
is discussed further in terms of social presence, cognitive presence and teaching presence
(Garrison, 2017). The author challenges the readers to engage in pragmatic application of the
concepts and ideas presented in the book as they apply to the unique educational environments
(Garrison, 2017).
Chapter Seven of E-learning in the 21st Century discusses the learning technologies that
are of importance in the application of the framework of community of inquiry (Garrison, 2017).
The chapter provides in-depth insight into learning technologies in terms of: historical
perspective; e-learning approaches; Web 2.0; and learning and technology (Garrison, 2017).
Under Web 2.0 Garrison discusses significance of social media, mobile learning and MOOCS to
Critique
technology advances in the 21st century. The author provides a vast expanse of evidence based
insight on important aspects of e-learning and construct a framework for understanding to guide
research and practice to foster higher order thinking. The book enriches and enhances the reader
through its valuable insight from various experts, professionals and researchers in the field of
online education. Garrison also provides pragmatic and proactive, evidence-based perspectives
and recommendations throughout the book, which I believe, are of essence to all stakeholders
learning in education and the emphasis on social connectivity and collaboration in fostering
higher order thinking and learning, provides the reader with balanced and measured insight on e-
education. E-learning in the 21st Century, I believe, is an essential asset to both new comers and
veterans in the field of online learning in terms of broadening the horizons on critical areas of
References
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for
Mobile learning as alternative to assistive technology devices for special needs students
Summary
special needs in the past 30 years (Ismaili & Ibrahimi, 2017). However, according to the authors
AT in the under-developed world is scant in availability and often costly (Ismaili et al., 2017).
The advances in mobile technology and cloud computing have revolutionized the
communication and information technology due to their portable and ubiquitous nature and the
potential for sharing information and knowledge and connect with the world in real time (Ismaili
etal.,2017). Thus, this study focuses on investigating the likeliness of using mobile devices as
alternative learning tools for assistive technology devices in the formal as well as informal
The research design of this investigation involves both quantitative and qualitative
methods (Ismaili, et al., 2017). The study compares the features and functions of seven Google
Apps against AT device counter parts used by students with physical and mental disabilities
(Ismaili et al., 2017). The worthiness and effectiveness of the apps were determined through
examining online reviews (Ismaili et al., 2017). The special needs populations considered for the
study include: partial hearing impairment, total hearing impairment, partial visual impairment,
for speech articulation disorder and autism (Ismaili et al., 2017). AT devices examined in the
study include: hearing aid, FM system, UNI by Motionsavvy, electronic magnifier, Tobii
Dynavox i-series, and Tobii Dynavox t-series (Ismaili et al., 2017). Alternative apps available on
mobile devices include: Petraplex hearing aid app, hearing aid with replay medical app, deaf and
hearing impaired medical app, magnifier app, big buttons keyboard standard app, Jab Talk app
Key findings of the research suggest, that there is a greater motivation among individuals
with special needs to use mobile apps as they empower students with special needs through
enhancing their sense of inclusion, autonomy, self-sufficiency and self-confidence, and mobile
apps were affordable and reliable in comparison to AT counter parts (Ismaili et al., 2017). The
study makes an important statement towards the end of the article, recognizing that the
development of open source software and applications, that are free to be used over the Internet,
have humanized technology which is otherwise viewed as a for profit industry (Ismaili et al.,
2017).
Critique
This study, provides important empirical evidence on how mobile learning technology
can be utilized as an alternative to AT devices for some key demographics of individuals with
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 10
special needs. The population of individuals with special needs considered in this study is limited
to individuals with visual and hearing impairments, and autism and speech disorder, and thus the
study excludes a whole host of other demographics of individuals with special needs such as
sensory processing disorder, mobility disorders, and other developmental disorders. Therefore, I
believe, the role and function of AT devices should not be undermined in their significance in the
empowerment of individuals with special needs, through the generalization of mobile learning as
The mobile apps examined in the study, in my view, are of greater relevance to vast
populations of individuals with special needs, especially in the under-developed and developing
world. However, the study only compares seven available software applications, but mentions
there are thousands of available applications that are of relevance to individuals with special
needs (Ismaili et al.,2017), and therefore, there is a need for further research and examination of
other widely available mobile learning technologies and apps in the empowerment of individuals
with exceptionalities.
References
Ismaili, J. & Ibrahimi, E.H.O. (2017). Mobile learning as alternative to assistive technology
devices for special needs students. Education and Information Technologies 22(3), pp
Summary
This paper examines the impact of mobile devices on educational practices and the
prospects of using digital media on mobile devices (Mehdipour & Zerehkafi, 2013). The purpose
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 11
of the study is to analyze the benefits, challenges and barriers of mobile learning in the current
state (Mehdipour et al., 2013). The research is designed as a bibliographic and Internet research
learning from mobile learning, 3) value and benefits of mobile learning, and 4) challenges and
Based on the findings, mobile learning is viewed as an emerging form of learning in the
field of education (Mehdipour et al., 2013). The study describes mobile learning as a form of
learning that can take place anywhere at anytime with the use of a mobile device (Mehdipour et
al., 2013). The paper incudes a one-on-one comparison of critical aspects of e-learning against
mobile-learning while highlighting some unique features of M-learning such as: anywhere
individualized testing etc. (Mehdipour et al., 2013). The authors argue that m-learning is not a
sub-division of e-learning but rather a different and more effective means of technology based
learning (Mehdipour et al., 2013). According to the authors the unique and user-friendly
characteristics of mobile learning such as ubiquity, real time accessibility, portability and
affordability, makes M-learning a viable solution for modern education problems (Mehdipour et
al., 2013).
learner oriented content; industrialization of teaching and learning; decreased training costs; and
Challenges of M-learning include: issues to do with network connectivity; screen size and key
size; bandwidth and streaming requirements; support of different file formats; security of content
and copyright issues; limited memory; the risk of obsolescence; digital divide involving
WEBLIOGRAPHY: M-LEARNING AND EDUCATION 12
and the social stigma considering mobile devices as distractive (Mehdipour et al., 2013). Popular
Mobile devices used for mobile learning based on the study include: mobile phones, tablet
computers; personal audio players; e-readers; personal digital assistants; handheld multimedia
Critique
This article is a good source of literature discussing the benefits and challenges with
regard to Mobile learning technology. Mobile learning, I believe, can be utilized to offer
opportunities for development through education to vast student populations around the world.
This in return would contribute immensely in harnessing the undiscovered human potential
hidden in the remote corners of the globe. However, I strongly believe, further research should
be carried out in exploring M-learning for its relevance and effectiveness as a medium for
The elaborate comparison of e-learning against M-learning in this study, highlighting the
benefits of m-learning over e-learning, I believe, is of essence in understanding how unique and
effective of a technology based learning mechanism, m-learning is at the present and could
become in the future. However, this research does not address the impact of mobile learning on
special education and thus, another critical area of interest for further research, in my view, is
evaluating the effectiveness of mobile learning in the education individuals with disabilities.
References
Mehdipour, Y., Zerehkafi, H. (2013). Mobile Learning for Education: Benefits and Challenges.