A Look at Research on Mobile Learning in K–12 Education From 2007 to the Present

Liu, Min; Scordino, Robert; Geurtz, Renata; Navarrete, Cesar; Ko, Yujung; Lim, Myung Kwan

doi:10.1080/15391523.2014.925681

Cited by 123 publications

(102 citation statements)

References 61 publications

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“…The researches in this area came in diversity, some of them concerning about the possibilities and obstacles, some on the impact of m-learning on education, some concern about the technologies, some about the educational environments, and some on the readiness. This study focus on two areas, the technology and the readiness, in concerning with these two areas there are considerable recent researches work; for example [4] , [9] , [12] and [13] in the area of using mobile technologies in education, and [1], [5], and [10] in the area of readiness and case study.…”

Section: Related Workmentioning

confidence: 99%

Mobile Learning Aspects and Readiness

MohammedEltayebAbdall¹,

Hegazi²

2014

IJCA

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ABSTEACTThis paper provide the aspects of mobile learning by presenting the differences techniques and aspects of using mobile devices in education according to the perspective of researches and studies in this area, it offers a comparison between e-learning and m-learning, a classification of education by mobile devices, and shows the categories of mobile learning. The paper also provides the readiness of mobile learning by presenting the results of study conducted at

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Section: Related Workmentioning

confidence: 99%

Mobile Learning Aspects and Readiness

MohammedEltayebAbdall¹,

Hegazi²

2014

IJCA

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“…Although the impacts of mobile devices in K-12 classrooms are relatively unclear (Cheung & Hew, 2009;Hwang & Tsai, 2011;Liu et al, 2014;Sutton, 2011;Wan, 2011), there have been recent discernable efforts at implementing more "mobile friendly" policies and incorporating mobile devices into student learning experiences (Hwang & Tsai, 2011;Liu et al, 2014;Lloyd, 2010;Quillen, 2010;Schenker, 2009;Shuler, 2009). The benefits of including mobile devices in K-12 classrooms seem to center around student access to information, others, and technology (Lenhart et al, 2015;Prensky, 2007;Robledo, 2012;Shuler, 2009;West, 2013).…”

mentioning

confidence: 99%

“…Despite the rapid increases in mobile devices, mobile learning, and educational technology opportunities, research related to mobile devices in K-12 settings is limited in scope (Cheung & Hew, 2009;Hwang & Tsai, 2011;Liu et al, 2014;Sutton, 2011;Wan, 2011). Although the impacts of mobile devices in K-12 classrooms are relatively unclear (Cheung & Hew, 2009;Hwang & Tsai, 2011;Liu et al, 2014;Sutton, 2011;Wan, 2011), there have been recent discernable efforts at implementing more "mobile friendly" policies and incorporating mobile devices into student learning experiences (Hwang & Tsai, 2011;Liu et al, 2014;Lloyd, 2010;Quillen, 2010;Schenker, 2009;Shuler, 2009).…”

mentioning

confidence: 99%

Relationships Between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

Bartholomew¹,

Reeve²,

Veon³

et al. 2017

Journal of Technology Education

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Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning.In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2-3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.

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“…Mobile phone use in classroom improved students learning process in K-12 school level (Liu, Scordio, Renata, Navarete, Yujung, & Lim, 2015). Mobile phone use in terms of texting function has been studied.…”

mentioning

confidence: 99%

“…In addition to the benefits that mobile phone offer mentioned earlier, there are many benefits that teacher can gain by using mobile phone for teaching and learning activities. Liu (2015) found that teacher could provide differentiated learning pathways for students, offered multiple modality for students to produce their protfolio, supported students improvisation and learning creation (Liu, Scordio, Renata, Navarete, Yujung, & Lim, 2015). Mobile phone goes beyond its basic features if teacher and students can seize its feature and function for educational purposes.…”

mentioning

confidence: 99%