The fact that mobile technology has changed the world
is something all fields are facing. From the disruption of traditional
businesses like transportation, retail, banking and television, the traditional
modes of teaching and learning is not safe from technological disruption[i] .
Mobile learning(mLearning) is one of the areas where there has been huge leaps
and bounds in expanding what is possible when it comes to teaching and learning
[ii]. AAs highlighted by
Squire, the possibilities are endless and the innovations are not ending
anytime soon.
While imagining the possibilities and endless
opportunities mlearning has opened up, one of the questions raised by Kurzweill
and echoed implicitly by Romrell et.al, and numerous is the issue of use and
consistent engagement with the technology by students for various reasons. As
Romrell et.al pointed out, sometimes students need to be taught how to use
their own devices beyond the information acquisition and dissemination functions.
This highlights the issues of secondary access
especially in education[iii] . While a lot of students
have access to technology, using it for more functional operations as required
in education is not a strength. In addition, the technical and management
issues that affect standardizing educational tech products across all the
different phone platforms is not easy. This puts the onus on the instructional
designer to be mindful of design choices and practices and how they affect
learning and teaching for all students, not just the ideal student.
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