The value of mobile technology in learning and teaching

The mobile phone is, 'a force to be reckoned with' (Reece & Walker, p156). Nearly every child in the classroom has a smart phone in their pocket. Mobile technology (which includes mobile phones, tablets and iPads etc.) has become so ubiquitous in our society that children have become accustomed to using it so effortlessly that they are completely (and blissfully) ignorant to a life without such technology. I even know of a five year old who had an iPad for Christmas because his mother felt pressure to buy one after learning how heavily they are used in the classroom and because 'all the other children have them'.

Research (Folger, Burke, Waker, Hansen, Randall and Mia Kim - yes, a lot of researchers!) have found close to 300% increase in the use of mobile technology in school children. Project Tomorrow, 2012 found that institutions/schools are specifically looking to recruit staff who can use mobile technology in the classroom and there has been a significant increase in the number of schools investing in iPads.


Considering the heavy reliance and love of such mobile technology, it would seem only logical that teachers beyond Primary school begin to incorporate more mobile technology to further advance the learning achieved. However, there is a danger. We need to ask is this necessary? Does it and can it actually improve teaching and learning? Before using mobile technology in the classroom, Petty (p391) advises us that we ask ourselves whether the use of an iPad will help the teacher deliver the lesson? Will it help you teach what you want the students to learn? It should be clear that mobile technology should not be incorporated simply because it is the current trend.

However, there is an argument to suggest that the use of mobile technology actually reinforces the learning. Gardener's learning cycle involves the learner receiving feedback. Sheng (and others) argue that this speeds up the learning cycle as mobile technology provides instant feedback. Although, there are no figures to verify this theory and I would say that if it is still the teacher who is providing feedback, be it through traditional paper or online via mobile devices, then the feedback is only ever as quick or 'instant' as the teacher is at providing it.

Conversely, Dr. Elliot Solloway puts forth an argument in favour of the developing use of mobile technology (in fact, there are lots of useful videos of him on YouTube):

I think he makes an excellent point - we have  come to depend on our mobile devices everywhere else except in schools. Although, from watching another one of his videos, I am very apprehensive about the way in which he suggests schools should do this. He discusses the Carpe Diem School in Arizona and this is one of their classrooms:

Many would be opposed to this dramatic change in the classroom and a great deal of schools would resist such a change - and perhaps, rightly so. Our education system appears to be working so why would we change it so dramatically? 

I think I would be one of those people to resist this change purely because of my subject. The love and enjoyment I have for Law is borne mostly from watching incredibly articulate and persuasive lawyers, how they construct an argument, their ability to weave their way through a complex debate - being able to posses the most impressive public speaking skills you could ever imagine and just having such a fantastic command of the English language - I think that this would all be lost on a computer. Lawyers do not absolutely need a computer/mobile technology to do their job (of course they use them, but it's not essential) and so I am failing to see how anyone could make it essential in teaching Law.

I think that the value of mobile technology will lie in using it as an external tool outside of the classroom by using it as a means for communication with students and for homework/extra activities. The main advantage of mobile technology is that it is available for, 'anyone, anywhere, anytime and at an affordable cost' (Keengwe and Bhargara, p739). Our responsibility as teachers, though, is ensuring that we are using it correctly and where necessary and not simply for the sake of it.