Mobile Learning: A Handbook for Developers, Educators, and Learners

CHAPTER 4

Creating the Mobile Classroom

Arguments for the educational use of mobile devices are abundant. They have been credited for inspiring motivation, promoting self-confidence, supporting science, technology, engineering, and mathematics (STEM) learning, and overall academic achievement.^1,2 However, mobile devices are not magic bullets, and putting mobile into practice should not be done hastily. A truly mobile classroom does not treat mobile devices as an add-on or supplement but rather a fully integrated necessity for instruction and learning. And, mastery of technology integration is not universal, as there are stark differences among teachers when it comes to technology integration and even technology tolerance.³ In this chapter, we discuss considerations for optimizing the use of mobile by redefining traditional instructional methods in a variety of settings.

Education expert Michael Horn offers a good baseline for the implementation of a mobile learning program within a school. Acknowledging that devices are not the solution in and of themselves, he argues technology is simply a single component among a host of other fundamental changes for improving learning. In fact, Horn's model suggests when implementing a blended learning environment, schools should first conceptualize the rally cry and measurable learning outcomes. From there, identify the team—leadership, stakeholders, agents, etc.—and quantify current levels of student and teacher experience related to this ...