The value of Mobile Technology in Teaching

Over recent years there has been a dramatic increase of mobile technology in the classroom. Cushing (2011) believes over the past two decades, technology devices have become mobile, portable and networked to the point that they have become pervasive in everyday life. Johnson et al., (2011) states the use of mobile devices has become common among a wide range of age groups due to affordability and availability.

The use of mobile technology can enhance learning, motivate students and help student interaction in the classroom and outside the classroom. Newhouse et al., (2006) found that recent advantages in mobile technology such as imbedded sensors, cameras, motion detection, location awareness, social networks, web searching, and augmented reality present the potential to foster learning and engagement across multiple physical, conceptual, and social spaces. Furthermore, Kukulska-Hulme et al., (2009) suggests mobile learning enables teachers and learners ubiquitous and seamless access to information and convenience, expediency, and immediacy are valuable to teachers and enhance students’ learning.

As mobile technology plays a big part in people’s life, I believe using mobile technology can be a great asset to develop learning and understanding in the classroom by using different methods of mobile technology. Students love mobile technology and use it regularly in their personal lives. O’Bannpn and Thomas (2014) stats there is no surprise that young people want to employ mobile devices to make education more engaging and personalise it for their particular needs.

By using mobile technology, it will certainly encourage students and help them stay focused and on task during lessons. Jacobs (2013) states connected mobile devices in the hands of students has the potential to dramatically improve educational outcomes. Addition to this Sad and Goktas (2013) found that technology-rich activities can sustain high levels of student engagement and peer collaboration compared to less technology focused activities.

However, can using mobile technology have their limitations?

Reference List

Cushing, A. (2011). A case study of mobile learning in teacher training–Mentor ME (Mobile enhanced mentoring). MedienPädagogik, 19, 1–4.

Jacobs. I (2013) “Modernizing Education and Preparing Tomorrow’s Workforce through Mobile Technology”, paper presented at the i4j Summit, , p. 2.

Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K., (2011). The 2011 Horizon Report. Austin, TX: The New Media Consortium.

Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A European perspective. International Journal of Mobile and Blended Learning, 1(1), 13–35.

Newhouse, C. P., Williams, P. J., & Pearson, J. (2006). Supporting mobile education for pre-service teachers. Australasian Journal of Educational Technology, 22(3), 289–311.

O'Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters. Computers & Education, 74, 15–25.

Şad, S. N., & Göktaş, Ö. (2013). Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology.