Mobile technologies and learning

In this review we will primarily be considering personal portable technologies. We shall focus on hand-held devices including PDAs and mobile phones. Many of the implications for learning are shared by other portable devices such as tablet PCs and laptops. Even within the narrow range of devices considered there is a variety of capabilities and features. Appendix 1 presents an overview of features and specifications. Further discussion of mobile device characteristics can be found in Sharples and Beale (2003) and Becta (2004). This review advocates an activity-focused perspective on the use of mobile technologies for education, and presents these activities along with relevant learning paradigms and theories in Section 2. In Section 3, we illustrate the categories of practice through case studies drawn from the literature. In Section 4, we consider the implications for policy and educational practice, and present research-informed guidelines as to how these can be addressed. Finally, with reference to both emerging trends in mobile technology and learning research, we speculate on the future of mobile technologies and learning and the implications this will have for today’s educators and technology developers. [Taken from article introduction]