Shannon Magnacca Internet in the Classroom Assignment #2: Internet Integration Research: Mobile Learning Mobile learning refers

to the use of mobile or wireless devices for the purpose of learning while on the move (Park, 2011, p.79). These devices come in the form of cell phones/smartphones, handheld computers, tablets, laptops and personal media players (Park, p.79). They should be connected wirelessly, thus ensuring mobility and flexibility. They [mobile devices], can be stand-alone and possibly synchronized periodically, intermittently connected to a network, or always connected (Zawacki-Richter, Brown, & Delport, 2009, p. 2).Mobile learning or M learning is used every day (Jeng, Wu, Huang, Tan, & Yang, 2010, p. 5) and have now become prevalent in the classroom. There is currently globally a rapid rate of development and application of wireless and mobile technologies in contemporary learning environments and learning paradigms (Zawacki-Richter, Brown, &Delport, p. 2). Whether they are being used for teaching or the students are bringing them into the classroom mobile learning is here to stay. According to the Johnson, L., Smith, R., Willis, H., Levine, A., &Haywood, K., (2011, p. 16) mobile devices will be adopted in the classroom in less than a year. Today mobile devices can store information and deliver the information to students in the K-12 environment (Kim, 2008, p. 417). Mobile learning allows students to break away from the traditional setting and learn via different networks. It also allows for flexibility and gives students the ability to enter information at home or work (Seppl & Alamki, 2003, p330). In a study the research found that both teachers and students enjoyed using mobile device because they were able to connect immediately with others and they found it fun (Seppl & Alamki, p. 334). A positive attribute students can gain from using mobile technology is organizational skills and the communication skills that can be learned. Teachers and students are able to use the calendar feature to help stay organized and real-time chat (Park, p. 81) to stay connected and collaborate with peers.Many young students enjoy using the mobile device to learn to read and were exposed to vocabulary they would normally not be if they did not have the mobile device (Kim, 2008). When learning students have access to the means by which to learn when they are using a mobile device. Students literally can learn anytime and anywhere. (Lu, 2008. p. 515).Authentic learning takes place under mobile learning. Authentic learning is accessing what learners (and perhaps teachers and other stakeholders) really mean, really feel, and sensitive to the learners personalities within those media (Traxler, 2007, p. 9). Mobile learning is around us everywhere. As teachers, we must be ready to teach our students with this new technology. According to Jeng, mobile products have enabled people to conveniently access the information resources anytime and anywhere without constraints of time or place (Jeng et al., p. 5). Students will be able to access the information at any time and will be able to learn on their own account. It is a method of convenience (Seppl & Alamki, p. 333).Another point is mobile technology does not aim to complicate learning process but facilitate mobile learners learning process. To create new innovative learningopportunities, one needs to take into account the usability and the rationality (Jeng et al., p. 8). A great way

for students to learn is through using mobile devices to teach vocabulary, grammar, reading a story and learning pronunciations (Kim, p. 417).Also, teachers may one day use mobile devices as a way to learn from their colleagues and use it as a database of information they can access from anywhere. Teachers will be able to compare lessons and have access to the Internet where ever they many go (Seppl & Alamki, p. 333). Due to recent innovations in program applications and social software using Web 2.0 technologies (e.g., blogs, wikis, Twitter, YouTube) or social networking sites (such as Facebook and MySpace) have made mobile devices more dynamic and pervasive and also promise more educational potential (Park, p. 39). In a survey conducted by Zawacki-Richter et al., "mobile devices will make learning even more flexible and spontaneous than 'traditional' e-learning" (Zawacki-Richter et al., p. 7). The majority of respondents (72%) agreed that mobile learning affords new opportunities for learner support, content development and delivery and the majority of respondents (77%) thought that mobile learning would be very helpful in enhancing teaching and learning independent of time and space (Zawacki-Richter et al., p. 12). After researching about mobile learning, I have a positive reaction to this Internet integration tool that can be used in the classroom. Mobile devices are not going anywhere and are changing and advancing daily. I feel that teachers need to see this tool as a positive way to get their students to learn and not yell at them when they have them. I know school districts have preached their negativity, but it is now time to turn those pages and use it asa way to reel the students in. I feel there are many ways teachers can effectively use mobile devices in the classroom. Students can view podcasts, text in bonus questions, or take pictures outside their school day as it relates to what they are learning about in the classroom. A mobile device allows students to stay connected with peers, family, and even teachers. It is portable. When using a mobile device, one is often using apps on the device. With apps comes another dimension of learning. There are tons of educational apps that students can use both inside and outside the classroom. Teachers can also use these apps in the classroom to help teach students a concept. Students are able to learn on the go and they can learn anywhere, at any time. One barrier that I have seen come up throughout my research is the small screen size and the battery life (Jeng, p. 5). This can be a problem for students who do not see very well and if they are losing battery life then they must be recharged. Also the size of the font can be seen as a barrier because not everyone can read small font. I do know that many mobile devices allow users to change the font size, but again the user is still dealing with a small screen. I think another barrier for education is that many educators and administrators see mobile devices as negative. Also, not everyone has access to mobile devices; some people cannot afford to have them. I think it is something that maybe middle and high school educators could use, but unless teachers had the devices in the elementary classroom it may be hard to use them. And finally educators need to be acceptable to change. I feel that is a large barrier this tool faces because educators do not want to learn new things or want to teach the traditional way.

This tool has revolutionized over the last 27 years, especially the cell phone. Cell phones now can lock your house, record your favorite show, or teach you English or Spanish. Cell phones and other mobile devices are now able to fit in your pocket or book bag. Students are bringing their phones, smartphones, iPads/iPods, and tablets to school. Overall this positive Internet tool is going to help transform how educators teach their students. More and more students are going to use these mobile devices to learn. Teachers need to accept change and be willing to teach students using them.

References Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q., & Yang, S. J. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13 (3), 3 11. Retrieved from EBSCOhost. Johnson, L.; Smith, R.; Willis, H.; Levine, A.; Haywood, K. (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium. Kim, P. (2009). Action research approach on mobile learning design for the underserved. Educational Technology Research & Development, 57(3), 415-435. doi:10.1007/s11423008-9109-2 Lu, M. M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525. doi:10.1111/j.1365-2729.2008.00289.x Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12.2, 78-102. EJ920735 Seppl, P. P., & Alamki, H. H. (2003). Mobile learning in teacher training. Journal of Computer Assisted Learning, 19(3), 330. doi:10.1046/j.0266-4909.2003.00034.x Traxler, J. (2007). Defining, discussing, and evaluating mobile learning: The moving finger writes and having writ . International Review of Research in Open and Distance Learning, 8(2), 112. Zawacki-Richter, O., Brown, T., and Delport, R. (2009). Mobile learning: From single project status into the mainstream? European Journal of Open, Distance and E-Learning, , 1-14. EJ911760