Lahiri. M. & Moseley. J.L. (2012). Is mobile learning the future of 21st century education? Educational considerations from various perspectives. Educational Technology, 52(4), 3- 13.

ls Mobile Learning the Future of 21 st Century Education? Educational Considerations from Various Perspectives Minakshi Lahiri fames L. Moseley One of the key trends currently affecting the practices of teaching, learning, and creative inquiry as mentioned in The 201 1 Hoizon Report, is that learners prefer flexibility and mobility. Mobile learning is gaining popularity as an emerging trend facilitating the process of teaching and learning in the 21st Century. Research indicates several benefits of using mobile devices as educational tools, including increased student engagement and motivation, knowledge creation, language development and learning, collaborative learning, global awareness, and effectrve cost and time management. In order to tap the maximum potential of mobile technology resources in education, inskuctional designers and educators should evaluate their teaching-learning context and use effective design theories which incorporate mobile learning in course design. Minakshi Lahiri is a Doctoral applicant and a graduate research in Instructional Technology at Wayne State Universlty, Detroit, Michigan. She also has a Master's degree in Applied Mathematics with Operations Research Specialization and a Master's degree in Educational Administration. Her research interests include Technology Integration, Emerging Educational Technologies, Online and Mobile Learning, and Performance lmprovement (e-mail: minakshi.lahiri@wayne.edu). James L. Moseley is Associate Professor of Instructional Technology at Wayne State University. He is a professional counselor, a health education specialist, and a performance technologist. He is co-author of seven books and numerous articles. He consults with business, industry, and health care organizations on HPl, evaluation, and needs assessment. H is research interests assistant Introduction Similar to its predecessors, d-learning (distance Iearning) and e-learning (electronic or Web-based learning), mobile learning or m-learning has become the buzzword of 21st Century education. During the last two decades we have witnessed the launching of UMPCs (Ultra-Mobile Personal Computers), PDAs, iPods, iPads, Kindles, Nooks, and many versions of elegant smartphones, most notably Apple iPhones, which are sleek and slim but powerful mobile devices that have immensely transformed the existing social, business, and educational landscapes. The mobile technology revolution has impacted our social, personal, professional, educational, and learning behavior. The increased use of mobile learning technologies in educational and orofessional environments cannot be ignored. This article discusses mobile learning. lt highlights recent research findings on m-learning, learning theories that support m-learning, and the different effective ways mobile devices are being used by professional educators to enhance the teaching-learning process at different levels and settings. Advantages and potential challenges of using mobile devices as educational tools are also discussed. Mobile devices commonly used in the educational context and their potential for future uses are covered. The article ends with a checklist and an evaluation table based on the Instructional Design model A'DDIE+M to help enthusiastic educators in making informed decisions regarding implementation of appropriate mobile devices in pedagogy and course design. Table 1 Iists some popular mobile devices and their uses, as currently employed in diverse educational setti nss. Rethinking Education for 21st Century Learners The Partnership for 21st Century Skills (2009), a US organization, has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. The framework describes the skills, knowledge, and expertise that individuals need to master in order to succeed orofessionallv. lt advocates that along with core knowledge acquisition, individuals also need to develop the essential skills required to be globally competent and successful, sucn as critical thinking, problem solving, effective communi- cation, and working in collaboration. The three areas highlighted as most important for 21st Century Iearners are: . Learning and Innovation (creativity, critical thinking, problem solving, communication, collabora- include Performance lmprovement, Program Evaluation, Curriculum and Instruction, and Health Services Administration (e-mai : moseley@wayne.edu). I EDUCATIONAT TECH NOLOGY/f uly-August 201 2 . tion). Information, Media, and Technology (information, media, and ICT literacy). Table 1. Mobile technologies and their current uses in education. Mobile Technology Uses Digital Camera and Video Camera . . Digital camera and video camcorders facilitate sharing of image and videos. Oigitat cameras can be used in educational settings for varied purposes, K-20, and also for creating slides and documents for conducting professional training sessions in all fields. Application of video cameras are profound in creating educational videos, and reports, and in capturing important events, moments, and work techniques, which can be referenced as data at a later time for improving performance and existing design. . CD & DVD player . Many books are equipped with multimedia contents in CDs or DVDs, and CD/DVD players facilitate reading, listening, and viewing from an educational CD/DVD. Digital Voice Recorder, e.9., . Sony ICD-PX720, Sony ICD-SX700D . Digital voice recorders can be used by students to record class lectures and then replay and listen to the contents at a later time. Students interview professionals for various purposes, ranging from different assignments, writing interview reports, conducting surveys, gathering information, researching, collecting perception data, etc. All these are facilitated by voice recorders. Size of audio files are much smaller than video files and hence many more hours of recording can be easily stored and retrieved from portable voice recorders. Some professional grade DVRs support up to 350 hours of recording time with features like voice operated . recording. Cell Phone . . . Cell phones are used in educational settings to improve collaboration and encourage group WOTK. Cell ohones can be used to access e-mails, and to send instant messages and text messages. Text messaging facilitates faster English language learning for individuals who are non-native sPeakers. Cell ohones with camera can be used for collecting pictures and videos for projects and for data storage. Portable media player (PMP) or digital audio player (DAP), e.9., ZEN X-Fi Style series from Creative TechnologY Apple iPod (is also a PMP/DAP) . These are compact and lightweight, upgradable, and have expandable storage systems. Some of them have voice recording facility and can record information, such as professional . These have excellent audio quality and hence can be very useful for language learners. . iPods are used to download music, audio books, e-books, podcasts, photos, and videos. iPods can also be used as mobile storage devices. Students can access and download podcasts of instructional materials, and audio and video lectures. With the iPod students can work collaboratively on the same project, exchange files and information, review course content information, and share results. Apple's iPod University lets professors share lectures with students for free download, and students have the flexibility to listen to the lectures multiple times for enhanced understand- . . . lectures. ing. Smartphones, e.9., iPhone, Android, BlackBerry . . . . Personal digital assistant (PDA), e.9., Palm TX, Palm Tungsten (Palm OS based), HP |PAQ. iPod Touch . . A smartphone is a phone with a PDA, camera, video, mass storage, Internet access, DAB and networking features in one compact system' Students can download audio and video lectures and podcasts in smartphones, watch and listen to educational Flash videos and audios, and use the phone for data storage. students can access e-mails, text, and send e-mails, and instant messages. Smartphones facilitate collaborative experimentation and research work globally and support interactive learning. The pDA combines computing capability, Internet access, and networking features together in one unit with a calendar, notepad, and address book. PDAs are programmable, Wi-Fi equipped, and Bluetooth enabled. pDAs support interactive and collaborative learning. Students can access the World Wide ED UCATIONAL TECH NOLOGY/Iuly-August 201 2 Table 1. Mobile technologies and their current uses in education (cont'd). . Laptop, Net books (e.9., Acer Aspire ONE), Tablet personal computer or Tablet PC like Kindle Fire, iPad, Motorola Zoom, HP Tablet, Toshiba Thrive . . . Web through PDAs as well as use them for presentation of their own projects, conduct research, edit and create text documents, and use for various other educational purposes. PDAs can be used to play audio, video, and Flash movies. They can also be used for mass storage of data and files. Laptops, Netbooks, and Tablet PCs are the most complete and functional system of all the portable devices. These are Bluetooth, Wi-Fi, and Ethernet enabled. Tablet PCs also have special features like converting handwritten mathematical equations to a computer-generated image, handwriting and gesture recognition, voice to text, and many other features. Students can download immense amounts of information, audio, video lectures, and podcasts; create, edit, and share course documents; and send e-mails, and access Web resources at home, or on the go. Laptops, Netbooks, and Tablet PCs facilitate high-level interactive and collaborative learning and research. e-Book Readers like Kindle, Kindle Touch, Kindle Touch 3G, Nook r . . . . e-Book readers are used to download and store books, journals, magazines, and other text documents. The text can be magnified, highlighted, or bookmarked, which makes reading convenient. Marking of text and content facilitates future reference to specific portions of the text. e-book readers are lightweight, have enormous storage capacity, and facilitate learning and research while on{he-go, anywhere and anytime. Life and Career (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility). The framework recom- mends promoting understanding of academic content at a higher level by weaving interdisciplinary themes into core subjects, like promoting global awareness, understanding other cultures, appreciating diversity, promoting languages, and business, financial, and entrepreneurial skills, civic Iiteracy, health literacy, environmental awareness/ and encouraging innovation and problem-solving skil ls. The MILE (Milestones for lmproving Learning and Education) Cuide Self-Assessment Tool (2009) encourages school districts to evaluate whether or not their students are critical thinkers, problem solvers, good communicators, effective collaborators, ICT literate, flexible and adaptable, innovative and creative, globally competent, and environmentally Iiterate. The guide envisages today's students as "active collaborators" in the teaching and learning process, actinB as co-creators of knowledge and information, along with fellow students, teachers, and education leaders all over the world, engaging in collaborative project work and inquiry-based learning. Similar expectation was expressed in 2009 by the Higher Education Academy (HEA) of the UK in their statement indicating the need to improve the connection between research and oractice. lt was advocated ED UCATIONAL TECH NOLOGY/f uly-August 201 2 that undergraduate students in all higher education institutions should experience learning through research and inquiry. In the context of higher education, Developing U ndergraduate Research and lnquiry, Healey and Jenkins (2009), stated that the goal is "to move more curricula in the direction of developing students as participants in research and inquiry, so that they are producers, not just consumers of knowledge." The pedagogical research on mobile learning as an independent learning tool in the teaching-learning process is relatively recent. In another research study on young people entering the university, Jones et a/. (2010) collected information about access to mobile devices; they found that the "...vast majority of students make extensive use of mobile technologies and computing facilities for communication and for access to course materials and resourc"r" (p. 20). Waycott (2001) investigated the efficiency of mobile devices in supporting learning based on studying activity theory. This study suggested that integration of new tools into existing activities introduces new possibilities as well as potential challenges. Learning Theories and M-learning Research reveals that technologically-rich learning environments increase self-esteem and enthusiasm for learning (Fouts, 2000). Most of the mobile technologies used today are highly interactive and enable educators to create learning environments where students can learn by interacting with the environment, collaborating and communicating with peers and educators, receiving timely feedback, inspiration, and encouragement to refine their understandinS, and creating new knowledge. lt has been observed that technologicallyrich learning environments support better development of life skills, for example, organizational, problem-solving, inquiry, and collaboration skills. Research has also shown that technology integration increases the chance of I interaction within the learning environment (Keengwe et al.,2OOB). "A fundamental tenet of modern learning theory is that different kinds of learning goals require different approaches to instruction; new goals for education require changes in opportunities to learn" (Bransford et al., 1999). These new learning nications have increased in geometric progression, there have been revolutionary changes in our society, in social interactions, and in person to person and group to group communication. The increased use of e-mails, online chat, text messaging, photo sharing, video streaming, podcasts, Facebook, Twitter, Linkedln, Orkut, Coogle+, Skype, and other social and professional networking applications has enabled people to connect to different networks and social groups. The new power of social media and networking can be used for defining our identities. All learners create identities through social networking Websites, which determine their place in the social and economic order. Social networking provides vari- emerging learning theories, such as Situated Cognition, Distributed Cognition, and Socially Shared Cognition, support the use of mobile technologies in enhancing learning. All of these emerging theories suSSest that learning occurs best in a learning community; they sup- ous advantages for the educational context through personalization, collaboration, information sharing, cultivating common interests, language development and learning, active participation, and knowledge creation. Social network environments require technical skills such as computer literacy and Internet usage' Students use different kinds of functions for knowledge sharing, uploading or downloading files, communication, adding pictures, etc. Students can share their homework, documents, and information in a very short time, access universal resources/ and communicate effectively and quickly through social networks. Table 2lists common uses of mobile devices in port communication and collaboration among evervdav life. opportunities should take place in learning environments that are student centered, knowledge centered, assessment centered, and community centered; and the new technologies, including mobile technologies, are consistent with the principles of new theories of Iearn ing. It has been observed in various studies that the the learners and interaction with the learning environment in order to assist cognition. Integration of technology in the learning process helps the learners adopt new skills and makes the learning process appealing, close to real life, interesting, and ultimately easier. Research data suggest that this kind of collaborative and interactive learning environment maximizes learning of skills desired in the 21st Century. The learning theories along with the use of mobile learning devices help to create a learning environment which allows participants to "use their knowledge and skills-by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, making decisions" (Honey, Mandinach, & McMillan, 2003, p. 9). In a recent study, "Proposal of a Mobile Learning Preferences Model," Yau and Joy (2O10) proposed an m- learning model consisting of five dimensions of mobile learning preferences-location, Ievel of distractions, time of day, level of motivation, and available time. The model aims to potentially increase the learning effectiveness of individuals or groups by appropriately matching and allocating mobile learning resources according to the learner's preferences. Mobile Devices as Educational and Social Networking Tools As the Internet has evolved and forms of e-commu- 6 Mobile Devices in K-l2 Settings K-12 education in the US has been rather slow in implementing and adapting mobile devices in everyday classroom learning and is still more focused on use of desktops and laptops than other mobile devices. Many districts today do not allow use of cell phones even at high school. The issues that arise against the use of mobile devices in K-1 2 educational settings are equity, safety, and securing the privacy of young children. Highlighting the potential importance for incorporating mobile Iearning applications, some school districts and associations have been lobbying to remove these regulations and to make mobile devices yet another Iearning tool in K-l 2 schools' Currently, mobile devices like e-book readers, graphic calculators, iPads (tablets), and laptops have gained popularity among high school students. Portability combined with enormous storage space and added functions have enabled students to share, download, and store e-books, presentations, and other educational resources in these mobile gadgets and access them anytime, anywhere and hence enhance opportunities for learning. In their article, "Learning and Schooling in the Age of Mobilism," published in the November-December 2011 issue of this magazine, Cathleen Norris and Elliot Soloway predict that large-scale introduction EDUCATIONAL TECHNOTOGY/Iuly-August 201 2 Table 2. Common activities usino mobile devices. would bring and use in the K-.1 2 classroom would be smartphones, not laptops, not netbooks, and not tablets. Contrary Activities lnvolving Examples Mobile Technology Professional networking and social interaction 1. The use of social/professional 2. 3. Internet access through mobile devices and emanagement of several personal neeos networking apps on the phone, e.9., Google+, Facebook, Orkut, YouTube, Linkedln) Blogging communities, e.9., Twitter, Ning Photo sharing application, e.9., Picasa, Shutterfly, flickr, etc. 1. Browsing Websites 2. Reading newspapers 3. Online shopping 4. Online payment of bills location 1. Using GPS to find places 2. Audio and video guided tours of historical monuments Creating new 1. Filming an event to create a resource information 2. Creating podcasts J. Creating music videos, animation, and educational multimedia Multimedia applications 1. Watching movies, music 2. 3. videos, and TV shows Listening to audio book podcasts, and vodcasts (video podcasts) Playing video games on smartphones, iPods and imolementation of mobile devices in K-.1 2 learning scenarios would lead to a "disruptive transformation" of school education of the past 1 50 years and enable transition from traditional "l Teach" pedagogy to "We Learn" pedagogy, where students and teachers together learn, practice, and master 21st Century skills. According to Norris and Soloway, K-12 education in America will undergo a revolutionary transformation by 2015, with the massive adoption of smartphones as the most convenient and useful mobile computing device. In their article, they describe BYOD or "Bring Your Own Device" as a phenomenon in the "Age of Mobilism," where students will bring their own mobile computing devices into the classroom. According to Norris and Soloway, under the BYOD mandate, the device that the maiority of students EDUCATIONAL TECHNOLOCY/Iuly-August 201 2 President, in his article on mobile learning, published in the Winter 2011*2012 MACUL lournal, mentions iPads (tablets) as a disruptive force within education. According to Oswalt, the iPad's combination of simplicity, portability, accessibility, and versatility makes it the best suited mobile device for content consumotion, and enables educators to meet the diverse rearning needs of students. Similar views on educational uses of iPads in encouraging higher order critical and innovative thinking have been expressed in the article "Promoting Higher Order Thinking with the iPad," also published in the Winter 2O11-2012 issue of MACUL Journal by Andrew Heuvel of the Michigan Virtual School. Mobile Devices in Higher Education Settings and online banking Assistance in defining to this, Mike Oswalt, Michigan Association for Computer Users in Learning, Significant pilot studies have been conducted with mobile devices at several higher education institutions. A very popular program used in higher education, called iTunesU, enables faculty and students to generate and transport course materials with them on their iPods, using Apple's simple and popular interface. Faculty members deliver some of their audio and Iecture-based content through iTunes podcasts, which students can download for free on their mobile devices and listen to at their most convenient times. Mobile learning is highly embraced by the higher education student community. Research study indicates that the majority of students engaged in higher education believe that mobile technology increases the flexibility of access to learning resources and encourages collaboration. Students are familiar with most of the mobile devices, the latest innovations, and are usualIy keen and enthusiastic to explore, discover, and utiIize all sources of m-learning approaches through laptops, palmtops, mobile phones, and PDAs so that access where. to information would be anytime and any- In a recent research study conducted at the University of South Australia, Pearce and Scutter (2010) found podcasting health sciences lectures for undergraduate NESB (Non-English Speaking Background) students were highly beneficial in terms of reviewing and revising complex course contents. In another study at the same Australian university, Scutter, Stupans, Sawyer, and King (2010) studied the use of podcasts by students in a medical radiation program. The authors suggest that the use of podcasts in courses with a large content load, similar to a medical radiation program and other health sciences programs, could benefit students by allowing them to access and review the lectures at later times, especially for understanding complex course contents and new terminologies. Some of the pioneering mobile learning implementations in the United States were done at Abilene Christian University, Montclair State University, and local Ianguage and culture. The studies involving mobile tools olace the learner at the center of the language learning experience, and they are conducive to situated, immersive learning, where the learner interacts with his/her surroundings while adapting the learning experience to personal needs. Duke University. I Abilene Christian University (ACU) was the first university in the nation to issue an iPhone or iPod Touch to all incoming freshmen, during Fall, 2008. This innovative learning experience is being closely followed by researchers to study how these converged media devices can be incorporated into both the classroom and the daily mobile life of the faculty and students. Montclair State University Campus Connect was an initiative that was created for communication purposes, but along the line began to add learning support. Under this program, all incoming students receive a CPS-enabled phone preloaded with tools for learning, safety, community, and campus navigation. Duke University has a separate department for integrating mobile technology into many of its class- rooms, curriculum, and knowledge sharing. The Duke Digital Initiative (DDl) has enabled students to gain access to UMPCs, and allowed them to use their own technology (such as Apple iPods and smartphones) to listen to class podcasts, get text messages about school alerts, and access Webcasts. Mobile Devices and Language Learning to be one of the most popular application areas of mobile learning, Language learning is considered with many mobile resources available for formal and informal learning and practice (Kukulska-Hulme, 2010). Tools like CapturaTalk (2010) software for mobile phones are designed for people who struggle to read, by enabling them to have text read out on their phone. The users are mainly English language learners and people with disabilities such as dyslexia and dysgraphia. The software helps users to capture text from books, signs, leaflets, etc., using the camera on the phone, and simultaneously check words in the online dictionary as well as listening to the text. The PDA-based Intelligent Mobile Learning System (PIMS), a learning tool developed by Chen and Hsu (2008), recommends English news articles to language learners based on their reading proficiency. The Smart.fm Mobile Study Dictionary, designed by Joseph (2009), uses a collaborative or "crowd-sourcing" approach for creating mobile learning content and resources on language and culture. Similarly, Pemberton, Winter, and Fallahkhair (2009) developed the CloudBank project, a mobile and Web-based crowd-sourced knowledge and information sharing system to help international Iearners enhance their knowledge of Mobile Technologies in Organizational Training/Professional Development In the corporate arena, mobile devices have provided companies with opportunities for just-in-time train- ing and performance support. Many companies employ Web-based, asynchronous training and professional development programs delivered as m-learning modules. Employees are required to log in to their account at a convenient time and complete the training as a part of professional development. This provides flexibility to the employees to remain updated in their technical knowledge and skills by accessing the training materials at their own convenience. For the companies this mode is a cost-effective alternative to in-house professional development sessions. In the banking sector, and engineering, medical, sales, and service areas, mobile technology is being used most widely for professional development programs. Major projects related to m-learning from the corporate side have involved various organizations, such as Verizon, Merrill Lynch, Sun Learning Services, Chrysler, Microsoft,3Com, Homewood Suites by Hilton, National Semiconductor, Capital One, Siemens, and Valero Energy. Companies are utilizing podcasts as a training medium to reduce training costs and mobilize the training process. This change from traditional inclass training sessions to personal mobile education arose from the lack of time during the work week to physically attend training sessions; instead, the audio/multimedia equivalents enable employees to use them when and where they desire. In the corporate world the use of mobile devices for training purposes leads to timely completion of training by employees and improved performance in assessments. These observations are encouraging, and with changes in learning organizations and learner outlook, several corporate giants worldwide have been exploring and investing in mobile technology for performance improvement, data, knowledge management, and professional development programs. Evaluation tools like the Cultural Readiness Scale (CuReS) can bre implemented to assist organizations in needs assessment, monitoring, and evaluation of the desired cultural characteristics, or cultural change of a workplace before initiating or after implementation of an organization-wide Web 2.0 project using mobile devices (Toker & Moseley, 2011). A research study on the potential of mobile Iearning was recently commissioned by the United Kingdom's EDUCATIONAL TECH NOTOGY/f uly-August 201 2 Table 3. Benefits of m-learning. Benefits of Using Mobile Devices in Educational Settings a a Portability and convenience for people on the go. Anytime, anywhere access to content. Enhanced interaction between and among learners and educators. Useful for just-in-time training or review of content or professional presentations. Support and enhance student-centered learning. Appeal to tech-sawy students because of the media-rich content and environment. Support differentiation of student learning needs, multiple intelligence, and personalized learning. Empower learners as producers of knowledge and information. Reduce cultural and communication barriers between faculty and students by using communication channels. Facilitate collaboration through synchronous and asynchronous communication. Promote global literacy and global knowledge comperency. Encourage knowledge of other regions of the world, cultures, economies, and global issues, learning of language other than English, working in culturally diverse teams, and assessing information from different oarts of the world. National Health Service (NHS), which is the world's fourth biggest employer and has a variety of training programs for over 1.3 million staff employed by the NHS. The research was conducted by Epic, a United Kingdom e-learning company/ with reviews at critical stages by Chris Davies, head of the e-learning research group at Oxford University. Several benefits of mobile learning were identified, along with some major concerns which act as barriers to embracing mobile learning in professional training by businesses. Some of the challenges associated with mobile learning found in the study were how to gain support from those resistant to mobile learning, effectively design programs for mobile devices, prevent cheating, track and assess learner progress, and keep costs down while designing programs compatible with different devices and multiple platforms. The study offered solutions and recommendations to meet some of the key challenges in how to design effective instruction for mobile learning and how to design once but deliver instruction to different devices across multiole platforms (Norman, 201 1). Advantages and Potential Challenges Several mobile devices, such as laptops, PDAs, ebook readers, and smartphones connected to wireless EDUCATIONAL TECH NOLOGY/f uly-August 201 2 Table 4. Challenges of m-learning. Potential Challenges in Using Mobile Devices in Educational Settings May make it easier to imitate other's works, increase cyber crime, mobile telephone crimes, and cheating during examinations using mobile devices. Use of m-learning devices could give tech-sawy students and "digital natives" an advantage over non-technical students. Enhanced use of mobile devices in educational settings can create a feeling of isolation or of being out-of-the-loop for non-techies, "digital immigrants," and learners who cannot afford the cost of these devices. Specific purpose and implementation of mobile devices may require media to be reformatted or offered in multiole formats. Rapid up-gradation and changes in technology and presentation formats might render some content and knowledge outdated. lmplementation of appropriate mobile technology could require additional learning curve for many students and faculty. Sometimes, if not appropriately implemented in educational settings, mobile devices may be a source of distraction from the original purpose of enhanced learning. networks, enable easy mobility and data storage, and thus facilitate mobile learning. Mobility allows teaching and learning to extend globally and beyond the rules and classroom walls of traditional education. Table 3lists the advantages of m-learninB, and Table 4 lists potential challenges of m-learning. Future of Mobile Devices in Education and Research: Mobile Devices and Cloud Computing One of the latest tablets, launched in October 2011, Kindle Fire, utilizes Amazon's "cloud storage"and "cloud processing." A unique Web browser called Silk is included on the Kindle Fire; it splits the work of loading Web pages between the device and Amazon's Elastic Compute Cloud (EC'z) system. This technology will lead to faster page loads, free cloud storage, and some predictive loading of content and sites that a user accesses often. Many technologies we use every day are increasingly becoming cloud-based, and this trend of moving data and services into the cloud is influencing decisions about emerging technology adoptions at educational institutions. The article, "What Every CEO Needs to Know About the Cloud," published in the November 2011 issue of Harvard Business Review, mentions three immediate benefits of using cloud technologies. First, customers rent instead of buying them, thereby changing capital expenses to operating expenses. Second, the maintenance, administration, trouble shooting, and backups are responsi- I bilities of the vendor. Finally, cloud technology is fast and offers more storage. This has resulted in collaboration and productivity software, spreadsheet, and word processing programs moving into the cloud, such as Coogle Apps and Microsoft 365 (McAfee, 2011). The internationally recognized series of Horizon Reports is a part of the New Media Consortium's Horizon Project, which is a research venture, established in 2002. This research project identifies and describes emerging technologies that are predicted to have a significant impact, globally, on a variety of sec- tors, over the next five years. The 2011 Horizon Report has predicted six technologies that have considerable potential in impacting the areas of teaching, learning, and creative inquiry (Johnson et. al., 201 1). Their research indicates that all of the six technologies will have profound impact on teaching and learning during the next half-decade. The two emerging technologies that are predicted for mainstream adoption in educational institutions during this year are Electronic Books and Mobiles (smartphones). The technologies that are expected to gain popularity and increased usage in educational context during the next two to three years, according to the report, are Augmented Reality and Game Based Learning. Finally, the report predicts Cesture-based computing and Learning Analytics as technologies that would be widely adopted in educational institutions as emerging mobile learning tools, four to five years from now. Choosing the Best Mobile Device for Education and Training of Personnel Will smartphones be in education and device mobile popular most the device for mobile ruling the PDAs be Will training? about questions These learning and computinS? been have learning mobile mobile devices and and Selecting researchers. intriguing educators and necessity the fits best adopting a mobile device that and purpose requires careful consideration and iudgment. Selection of the best suited mobile computing device depends on the educational requirement, learner needs, affordability, learning environment, and several other factors. Two operating systems (OS) that have dominated the smartphone market are Apple's iOS and Coogle's Android. Some smartphones have a full QWERTY keypad (like BlackBerry phones), while most smartphones have a virtual keyboard that the user can operate easily with the help of a highly sensitive touch screen' Can tablets replace Iaptops? 10 Browsing the Web, checking e-mails, and accessing content are easy with the smartphones, which are ideal for young school children because of size, weight, and portability; for content creation, reading voluminous materials and complex computation, smartphones are not the ideal solution. Tablets have all the features of a smartphone with the additional benefit of a larger screen and can be integrated with a portable keyboard for faster and better content creation. However, there are compromises in hardware; functions such as multitasking, extensive document or product creation, and other complex operations like scientific and financial computations are difficult to perform in tablets. Laptops are the most powerful when it comes to high-end computing, browsing the net, and creating content. For Iearners, professionals, and researchers who need to carry out complex and high-end computing tasks on their device, create a lot of content, and produce and edit video, laptops are the ideal choice. Laptops have the fastest processor and also the Iargest capacity of internal memory. Laptops are basically PCs that can be carried along at all places and integrate all the capabilities of a personal computer. In addition, laptops can be operated on a battery, and without power, they can run for up to eight hours. People afflicted with "tablet and smartphone mania" foresee clamshell laptops to become obsolete within a year or two. Skeptics argue that the high-end tablets that exist today do not yet perform all the functionalities that laptops perform. Comparing the prices of the laptops and the high-end tablets, cost is comparable and the best tablets are almost as large as laptops. Smartphones are cheap and portable, but they are not best suited for reading and content creation. For tablets to completely replace laptops, the price of tablets should be lower, with Apple iOS and Coogle Android equipped to do everything that Microsoft Windows OS or Apple Mac OS can do; in other words, tablets have to be much "smarter" than they are today. Tablets and smartphones prove to be a pleasing experience and ideal choice for K-12 students, regular professional development or training of employees, accessing e-books, accessing documents, and for browsing the Web while on the go. For students and professionals engaged in higher education and research or product development in medicine, finance, engineering, or other technical areas that involve high-end computing and complex programming and performance requirements, Iaptops still seem to be the most appropriate mobile device' Evaluating Mobile Learning in Pedagogy: A Credibility Checklist for Educators M-learning has started to emerge as a potential edu- cational environment and a tool for the teaching- EDUCATIONAL TECH NOLOCY/f uly-August 201 2 learning process. Many learners today come to schools with experience of using hand-helds, smartphones, e-book readers, and laptops. To utilize the immense potential of these technological discoveries for enhancing learning, it is essential to have welldefined principles of m-learning pedagogy. Without pedagogical principles and supporting research evidence, mobile devices cannot be fully utilized as educational tools to enhance learning. lmplementing mobile devices in the teaching-learning process without careful considerations of how to use the technology as a tool might lead to frustration, inequity, shallow learning, and distraction from the main purpose of enhancing learning and making students' competent professionals. Table 5 orovides a checklist of some critical considerations for educators contemplating implementation of m-learning in their courses. lf most of the answers to this checklist for a particular course are favorable, it implies that m-learning will enhance learning experiences of students. Critical Considerations While Integrating Mobile Technology in Pedagogy 1. 2. 3. 4. 5. 6. 7. 9. Most Instructional Design models are slight variations of the ADDIE model, which stands for Analysis, Design, Development, lmplementation and Evaluation. Table 6 10. 11. a variation of ADDIE, A'DDIE+M, where A' stands for Assessment and Analysis and M stands for Management. The table explains each phase of the A'DDIE+M model and evaluation questions appropriate for innovative instructional designers who are consider- ing use of appropriate mobile technology in their 12. t+. courses. Some Lessons Learned The increased use of mobile technology by 16. Iearners is certainly changing how we teach and learn. Increasingly, we will have learners as the 17. focus of the education system, partnering and collaborating with teachers and peers in creating their own knowledge resources. The emerging learning culture will be a shared project between 18. learners and educators. Research indicates that mobile learning facili- tates collaboration, problem solving, inquirybased learning, language learning, social interactions, increased motivation, effective communication, global awareness, creative thinking, and effective time management. Educators and Instructional Designers should con- sider the important constraints and challenges when adopting the emerging mobile technologies. Keeping pace with the rapid up-gradation and pro- of new technology, information, and might be a potential deterrent to adopresources liferation EDUCATIONAT TECH NOLOGY/| uly-August 201 2 m- learnino in courses. 8. Use of Appropriate Mobile Technology in Education and the ADDIE Model uses Table 5. Considerations while imolementino . Will the implementation of mobile devices lead to in-depth learning for learners? Will the imolementation of mobile devices lead to increased student engagement? Will the implementation of mobile devices lead to increased critical thinking by students? Will the imolementation of mobile devices lead to innovation in teaching-learning styles and preferences? Will the process lead to increased collaboration among the faculty and students? Will the implementation of mobile devices make teaching and learning more interactive? Will the imolementation of mobile devices avoid a distraction from the main focus? Will the implementation of mobile learning enable timely and prompt feedback to learners? Will the implementation of mobile learning act as a digital bridge in a particular scenario? Will the implementation of mobile learning address equity? Will the implementation of mobile learning result in a reasonable learning curve for learners who are new users? Will the mobile learning provide extra motivation for students to learn? Will the mobile technology work well without frequent upgradation? Will the mobile technology enable reliable and valid results for individual learner evaluation? Will mobile learning promote active and critical reflective thinking by learners? Will the mobile learning enhance independent inquiry and problem solving skills by learners? Will the implementation of mobile learning enhance communication skills of students? Will the mobile learning lead to improved time management by students? tion of mobile learning in educational institutions. Instructional Designers need to carefully consider the context of application and the educational objectives before implementing m-learning within their curriculum. There should oe an explicit mapping between what the learners should know and be able to do and how mobile technology can help realize these goals. Also mobile learning implementation may require design of new forms of assessment and evaluation to determine the success of the teachinglearn ing process. 11 Table 6. M-learning instructional design with A'DDIE+M. Stage Description of the Process Typical Evaluation Questions and Suggestions Analysis Determining the needs ol the specific mobile technology-aided instruction . Conduct a learner and context analysis . Develop a needs description . To what extent would the implementation of m-learning assist in enhancing the effectiveness of the teachinglearning process? Assessment Determining the goals and objectives of the instruction . Assess the goals and objectives for the instruction . Would introduction ol mobile learning assist in achieving instructional objectives or pose a distraction? . What would be the learning curve for learners new to the mobile technology being used? Design Designing the instruction, associated activities, formats for presenting the content, and process of evaluation and assessment . ls the instructor equipped with the appropriate knowledge, skills, and ability to design content involving m-learning? . Does the instructor have access to tools and technology required for designing the content? . Can the instructor request assistance from third party or certified experts on mobile technology learning? . Do all ol the learners have access to the kind of mobile technology (hardware and software) required to successfully use this instruction? Development Developing and creating materials required to deliver the instruction . . lmplementation Delivering the instruction to the learners Does the instructor possess appropriate knowledge, skills, and ability to develop and create instructional materials for mobile learning? lf not, can the instructor secure assistance from certified experts or trained personnel? . What are the back-up plans for "teething problems" that might occur while implementing the instruction? . lf problems occur, what is the predictable extent of damage? . Will the learners be able to recover and make up the loss of time and effort? Evaluation Management Determining the impact of the instruction on the learners; assess success or failure; determine ways to eliminate the root causes of tailures: and formulate a plan of improvement for future implementations Ongoing method involving managing the whole instructional process or system . Does the use of mobile devices contribute to enhanced engagement and learning for the learners? . Are mobile devices a motivation to the learners? . Do they facilitate achievement of instructional goals and objectives? . Does the instructor have access to ongoing support for technical aspects required? . Can the instruction be easily modified, updated, and implemented successfully with advancement, launch, and availability of newer mobile technology? of the learners, and the educational system as a whole, and to effectively implement mobile learning, educators must be prepared to learn anew, reorient their curriculum, and adapt to changing environments. While implementing mobile devices in educational settings, educators will need to characteristics Concluding Thoughts Mobile learning, if appropriately implemented, can benefit both learners and educators and have a major impact on the teaching-learning processes in decades to come. To keep up with the changing trends and 12 EDUCATIONAL TECH NOLOGY/f uly-August 201 2 shift from being transmitters of knowledge to facilitators of learning, by creating opportunities for learners to be more engaged and immersed in the situated learning tasks and collaboratively creating new knowledge. lt is the future we must be prepared l to accept. I e n s. b I ogs p ot. co m / 2 009 / 09 / s m d i cti o n ary- li ve- i n. htm artf m - m o b i I e- stu dy- L , C., & Wachira, P. (2008). The use of computer tools to support meaningful learning; http:// www.ed itl i b.org/ p / 2 3 647 . Keengwe, J., Onchwari Kukulska-Hulme, A. (2010). 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