Mobile Devices Essay -- Technology, Invention, Education

expeditious devices such as mobile forebodes, smart phones, palmtops and handheld computers (personal digital assistants (PDAs) and domiciliation PCs Kukulska-Hulme (2005) add an extra dimension to the technology use in teaching method and encyclopaedism. This change has led to a new concept called m-learning (mobile learning) and there atomic number 18 now a number of examples where mobile devices have been integrated into musket ball education and/or informal learning (Kukulska-Hulme 2009). Opportunities such as learner-centred learning and learning outside the classroom are made possible indoors m-learning due to the number of different attributes that are offered by mobile devices (Kukulska-Hulme 2005). Pachler et al, (2010) expound on this, stating that mobile devices have a number of important characteristics that give way them attractive from an educational perspective, including increasing portability, functionality, multimedia convergence, ubiquity, personal owner ship, social interactivity, linguistic context sensitivity, location awareness, connectivity and personalisation. Kukulska-Hulme (2005) noted that personal, informal, contextual, portable, ubiquitous and pervasive nature of mobile devices are particularly useful in learner centred learning. Moura & Carvalho (2008) and Scanlon et al. (2005) conclude that mobility and portability have the likely for making accessing information and interaction more effective in attainment learning. Further they allow the learner to learn autonomously (Callum & Kinshuk 2006), collaboratively (Eliasson et al., 2010) and also provide opportunities to draw learning experiences outside the teacher-managed classroom (Naismith et al., 2004), (Corbeil & Valdes-Corbeil 2007) by expanding learning beyond the four-spot walls of the classroom and thus... .../or students to bring the outside world into the classroom during a information lesson(Ekanayake & Wishart,2010a). According to the findings of this stu dy, the mobile phone camera could be used to support the teacher during the different stages of a lesson including planning, implementating and reviewing. The phones themselves also helped students to learn science effectively by enabling collaborative and authentic learning opportunities. In addition to this Ekanayake & Wishart (2010b) report a study where students used mobile phone video to record the deflection of a galvanometer in a petty(a) level science lesson. According to the authors, the mobile phones video camera helped students to get hold of a fleeting (observation) event which could have been missed otherwise. This enabled the students to view their observations repeatedly and share them with their peers.