A SYNTHESIS OF RESEARCH:

Mobile Devices & Online Learning

Janessa Senn June 2013 EDET755

Mobile Devices & Online Learning

Introduction
As technology blossoms its way into educational institutions around the world, it almost seems impossible for there to be room for more. Just as the hands on a clock never cease, technologys capabilities and roles in our world, as well as that of an academic setting, undoubtedly are a permanent fixture. With that, educational standards require schools, at every level, to incorporate technology into their curricula, and to do so institutions spend large amounts of money funding this technological movement. With the amount of resources spent, it is almost baffling to think that there is a tool available that can lessen this financial burden. The mobile device, or more specifically referred to as the mobile phone, is being implemented as the latest technology craze for education. Mobile devices are a smarter and more cost-effective way to blend technology and learning. In regards to the embracing of the pedagogical shift in education, from traditional to technological, there is also a shift in learning. Traditionally, learning is teacher-centered, where the instructor provides the instructional materials and information to the student, of which they have to digest. A more modern approach to learning is student-centered, where the student is in control of what he or she learns. This methodology is supported by the notion of connectivism. Connectivism in learning is when students, content, and instructor are all connected into a network and collaborate to promote and generate student knowledge. This modern perception of learning can be easily and effectively satisfied with the incorporation of mobile devices. The following collection of annotations is organized into categories. The categories progressions are: foundations for mobile learning; mobile learning makes sense; programs and applications for mobile learning; promoting collaboration through mobile learning; and making mobile learning work in schools. Each of these categories contains articles that capture the excitement, fears, and factors of mobile learning, while maintaining an overall support of blending mobile devices into the learning environment.

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Foundations for Mobile Learning with Mobile Devices

Attewell, J., & Webster, T. (2005). Engaging and supporting mobile learners. In J. Attewell & C. Savill-Smith (Eds.), Mobile learning:Anytime everywhere (pp. 15-20). Retrieved from http://stu.westga.edu/~bthibau1/MEDT 8484Baylen/mLearn04_papers.pdf This article, composed by Jill Attewell and Tamatha Webster, describes the trial phase of learners using Smartphones or PDA/phones hybrids to access the learning materials presented by m-learning project. This project designs and develops products and innovative approaches to support learning using handheld devices. The program emphasizes literacy, numeracy, and life and survival skills, while offering the ability to access various modules, quizzes, text-based materials, and web-page builders. By combining these strategies with mobile devices, a wide variety of learns are attracted: learners who have little to no interest in school and learners who lack the stability for traditional learning. Though a fairly new program, the authors hope that learners who participate in m-learning will continue to e-learning in the future. The information provided in this article is preliminary, as the times reflect the novelty of the program; but, the few findings that were documented demonstrate an overall positive usage of and participation in the program. Clearly, this is fortuitous of the shift in education that is emerging.

Brown, M., & Diaz, V. (2010). Mobile learning: Context and prospects. Retrieved from http://www.educause.edu/library/resources/mobile-learningcontext-and-prospects Malcolm Brown and Veronica Diazs article, Mobile Learning: Context and Prospects, addresses teacher fears in regards to mobile learning. As the concept of using mobile devices for learning is fairly novel, many teachers lack confidence in ability and demonstrate trepidation of the expected increase in work-load. Brown and Diaz state that a course or instructional material intended to be accessed via a mobile device needs to be completed prior to students using it. Because this in itself can

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seem intimidating, instructors should start small, and do not over-extend your capabilities. Instructors need to determine where to utilize mobile technology in a course, and by taking on a smaller ration of it, they will become more comfortable with the implementation of it. Also, educators need to consider what they want their students to accomplish, because a typed lengthy document will be a challenge in a highly mobile device. The information Brown and Diaz provide in their article is insightful and, though initially frightening for any teacher, they do an efficient job at dissolving any qualms any instructor may have about mobile learning. Educause. (2010, May 04). 7 things you should know about mobile apps for learning. Retrieved from http://www.educause.edu/library/resources/7-things-you-shouldknow-about-mobile-apps-learning In this report organized by Educause, there are seven important items one needs to know about mobile applications for learning. The audience appears to be primarily intended for educators and instructors who are new to mobile learning. Each of the seven items revolve around the foundations of the connectivist approach to learning, reassuring that this is a large factor as why many schools are adopting mobile learning. As it addresses common complications, the report reminds its audience that mlearning is still in its early stages and as it develops, these complications will be overcome. Even though the concepts are preliminary in this report, they briefly and solidly address what every beginner needs to know. Trinder, J. (2005). Mobile technologies and system. In A. Kukulska & J. Traxler (Eds.), Mobile learning: A handbook for educators and trainers (pp. 7-24). Retrieved from http://books.google.com/books?hl=en&lr=&id=g50i6p7Ox2wC&oi=fn d&pg=PR1&dq=mobile devices and online learning&ots=Js0dS1BkMF&sig=f3TvVxS8zi3wiFIw1_fdQW01dmA In his chapter titled, Mobile Technologies and Systems, Joe Tinder explores the abilities of Personal Digital Assistants (PDAs), cell phones, and smart phones. Specifically focusing on the devices that (1) have a modem, which enables it to be connected to other technological devices (such as a laptop), and (2) incorporate personal organizer tools. With these components, the mobile device has almost all of the abilities of a desktop computer. Clearly, these two factors prove that utilizing mobile

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devices are beneficial for the future of education. Implementing a mobile learning experience can save schools money when it comes to buying textbooks, laptops/computers, and it minimizes the high demand (and wait) for a computer technician. The smart phone is a portable and commonplace information appliance that is an easy tool to utilize for daily activities. Since most students have their own or have regular access to a personal information appliance, schools can adopt a Bring Your Own Technology (BYOT) policy, which will significantly limit the amount of money that the school spends on technology.

Mobile Devices & Online Learning

Mobile Learning Makes Sense

Dahlstrom, E. (2012). Executive summary: Student mobile computing practices--lessons learned from qatar. Unpublished raw data, Retrieved from http://www.educause.edu/ero/article/executivesummary-student-mobile-computing-practices-lessons-learnedqatar Senior research analyst at EDUCAUSE, Eden Dahlstrom summarizes the results of a survey given to higher-ed students in Qatar. All of the surveyed students are avid users of mobile devices and wish to expand upon their usage, by utilizing the technology more for educational purposes. Dahlstroms research concludes that even though mobile devices are not a substitute for standard technological tools, like laptops, they are an easier tool to use when inside the classroom, or anywhere else for that matter. The survey also determines that mobile devices are a main source of communication and connectivity. This can translate to effective collaboration for learning. Perhaps the most powerful conclusion from this survey is that the students want more educational experiences created through their mobile devices. Clearly, if the students want to use their mobile devices for learning, and are excited about it, why would any instructor and/or institution not want to implement the technology? Dahlstroms brief article captures the excitement, readiness, and need for mobile learning to happen. National Science Foundation, Task Force on Cyberlearning. (2008). Fostering learning in the networked world: The cyberlearning opportunity and challenge. Retrieved from website: http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf This article addresses a strong push for embracing cyberlearning, the use of networked computing and communications technologies to support learning. The anonymous team of authors supported through the National Science Foundation (NSF) present several strong leads for the promotion of cyberlearning. Recognizing that most young learners are adept and competent in using cell phones, and other mobile devices, for personal knowledge and peer-collaboration in virtual worlds. Clearly, cyberlearning for education is already at an advantage. Learners use their cellphones, and other mobile technologies, to maintain a connectedness to their peers, as they explore and share information, though it may not always be educational. This familiarity with such a

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tool is beneficial in NSFs cause for cyberlearning. Despite this appeal to a prepared and knowledgeable audience, NSF also notes that there is another benefit to cyberlearning: it supports continuous education at any age. The article continues to explain how cyberlearning promotes continuous learning and its advantages from a global business perspective, but it fails to mention one thing I feel is a strong belief for many schools in our country: creating life-long learners. It only makes sense to adopt cyberlearning into either a traditional or distance-learning classroom, because the learners are already familiar with the tools to be life-long learners (and in a sense already are), and they already have the strong foundation of connectedness, which emphasizes collaboration. Stewart, R. (2008). RIAs: Rich learning for higher education. EDUCAUSE Review, 43(2), 68-69. Retrieved from http://www.educause.edu/ero/article/rias-rich-learning-highereducation This article written by Ryan Stewart, addresses the different ways in which rich Internet applications (RIAs) can be used to enhance learning, whether learning occurs at a distance or not. He focuses on the need for the users experience to be rich as well, and this often includes the usage of visual and audio applications to enrich instructional materials. Though he describes the best-case scenario for using RIAs is on a computer interface, simply because it is large, and the network load is not as strong as it would be on a smaller interface, Stewart also recognizes benefits of mobile phones due to the mobility and ease of accessing RIAs on individuals personal devices, which is something they already incorporate into their everyday life. This statement alone is worth its weight in gold because half of the battle is adopting and adjusting to new technologies. When using a personal mobile device for RIAs or other educational purposes, the aforementioned battle is overcome because people already have a personal attachment to their phones. When Stewart continues with the need to capture student imagination and excitement, he notes that RIAs can incorporate some technologies and applications, of which the students already use for fun (like Facebook and YouTube). While I share and appreciate Stewarts desire to capture student imagination and excitement, the fun applications that students already use might not be utilized in an appropriate manner since those applications have original connections to entertainment. Education is not entertainment. This articles strength lies in its declaration of how easy it is to incorporate mobile phones into education.

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Wagner, E. (2005). Enabling mobile learning. EDUCAUSE Review, 40(3), 40-53. Retrieved from http://www.educause.edu/ero/article/enabling-mobile-learning Ellen Wagner presents a strong push for mobile learning, despite the mobile revolutions growing state when this article was published. In her article, she embarks on a quest to convince readers that there is no reason not to incorporate the mobile device, which has improving bandwidth connectivity and the ever-expanding power and capabilities of any one particular device. Though she dances with the notion of the changing and evolving improvements of technology and its lagging-behind counterpart, education, Wagner makes one statement that is simply powerful in her promotion of mobile learning: everybody has a cellphone, and everyone is attached to his/her phone. This would require little to no effort in getting your audience, in this case, learners, to use and adopt a new technology. Users already know how it works and are comfortable and competent using their cell phones. So again: why not? Wagners argument appears visionary and ideal at times, as she presents the global appeal and activity of Korean and Nordic embracing the mobile revolution and being successful. She fails to acknowledge and recognize the lack of enthusiasm for her own country in adapting to the next generation of technology-mediated learning. Despite her neglect to this, Wagner maintains that it will happen whether we like it or not. Her argument is valid, but I feel, since the publication of this article, in 2005, so much has changed in the realm of education, that there is a decline in the lessthan-enthusiastic Americans to jump on board with the mobile revolution. Combining her excitement and audience appeal, to the rather preparedness of education for this revolution, I am confident that all will be okay. Online and e-learning has evolved drastically, proving that education can extend boundaries of the institution, and that maybe we are more prepared than Wagner anticipated.

Mobile Devices & Online Learning

Programs and Applications for Mobile Learning

Ally, M. (2005). Using learning theories to design instruction for mobile learning devices. In J. Attewell & C. Savill-Smith (Eds.), Mobile learning:Anytime everywhere (pp. 5-8). Retrieved from http://stu.westga.edu/~bthibau1/MEDT 8484Baylen/mLearn04_papers.pdf In Mohammad Allys article Using Learning Theories to Design Instruction for Mobile Learning Devices in the edited book of collective papers titled, Mobile Learning: Anytime Everywhere, Ally communicates a growing need for instruction to become mobilized due to the continuous growth in subscribers to the wireless internet. He continues to emphasize how mobile devices promote student-centered learning, which is reflective of the shift in educational paradigms. When noting the challenges that mobile learners experience, the small size of the screen and difficulty navigating, Ally presents solutions when designing instructional material. He suggests that the presentation of information needs to be visual, with minimal text on the screen. Furthermore, it is imperative that information is chunked together, to enable userfriendliness. Clearly, it is important for the way instruction is designed to meet the needs of mobile learning. By designing instruction that is formatted for the screen and does not promote cognitive overload, one is on the way to creating a lesson or course that is accessible anytime and everywhere. The ideas Ally presents in his article appropriately and effectively demonstrate the design for mobile learning.

Bowen, K. (2011). Mixable: A mobile and connected learning environment. Unpublished raw data, Retrieved from http://www.educause.edu/ero/article/mixable-mobile-andconnected-learning-environment Kyle Bowens article, Mixable: A Mobile and Connected Learning Environment, explores the Purdue University created web and mobile application, Mixable. The application, as reviewed by Bowen, enables students to build and share their personal learning environments using familiar social tools, such as Facebook, Twitter, and Dropbox. Features of Mixable include facilitating common tasks, status updates,

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microblogging, document sharing, and bookmarking. It even offers friend suggestions through Facebook. Once students connect with a class, they can share virtual assets and engage in discussion. Mixable also examines posts that are made for references to external media or websites, and embeds them as thumbnails. Podcast lectures can also be shared among connected users. Perhaps the best feature of Mixable is the faculty access to the reporting data, concerning student usage and contributions, which can be connected to student information in the gradebook. Clearly, Mixable seems to be a truly effective tool for using mobile devices for learning. Not only does it promote collaboration, but it pulls and connects to social tools in which students are already engaging. The fact that teachers can access the data and contributions through their gradebook, and not have to log into another program is truly amazing. An application like Mixable has a promising outlook in the world of mobile learning. Educause. (2012, December 12). 7 things you should know about group texting. Retrieved from http://www.educause.edu/library/resources/7-things-you-shouldknow-about-group-texting In this report about group texting, the dominating tool in socializing blends itself into the world of education. Since texting does not require a smartphone, its appeal is more attractive for entertainment, socializing, and now, education. Group messaging systems have proven effective as, for example, warnings about severe weather, for school districts. However, because its so easy, and virtually everybody texts, its seems almost absurd that instructors have not utilized this tool as a means of communication. Through the instructors creation of groups, texting offers an enormous potential for collaboration that is essentially an easy task. Texting is an easy way to reach students who have many kinds of hardware running on a variety of operating machines. The tool itself is designed for connecting with others and communicating. Since this is the outlook of the future of education, it only makes too much sense to implement such a tool in an academic setting.

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Kuletz, E., & Zobel, G. (2013, January 28). Finding a better and more productive project management system. Retrieved from http://www.educause.edu/ero/article/finding-better-and-moreproductive-project-management-system The article, Finding a Better and More Productive Project Management System, prepared by Elayne Kuletz and Gregory Zobel, evaluates desired criteria for a new project management system and analyzes a proposed solution. They collectively decided that Asana was the best tool for their purposes. The tool has reliable uptime, is free, supports the integration of other tools, like email, can be operated on several devices, allows collaborative writing (similar to googledocs), and easily promotes networking and collaboration. Such features, when used in an educational setting, can easily create a connected-student-based learning experience. Because students have access to all of the aforementioned operations, they become leaders in their educational experience. Having students be in-control of their education is a strong view behind educational institutions today because it more reliably generates educational success. Asana gives the control to the student, even at an organizational level, and preparing them for academic accomplishment.

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Promoting Collaboration Through Mobile Learning

Ahmad, N., & Mentor, D. (2010). Teaching america's first course on mobile phone learning. Unpublished raw data, Retrieved from http://www.educause.edu/ero/article/teaching-americas-firstcourse-mobile-phone-learning Dominic Mentor and Nabeel Ahmad recount their decision to teach a course on mobile phone learning, their experience in doing so, and their results. Ahmad and Mentor initially agreed that mobile phones bypass digital divisions among cities and countries all over the world. Its fairly cheap, many people have it, and they know how to use it. Since the primary use of a mobile phone is for communication and staying in contact with others, Ahmad and Mentor decided to keep this as their foundation for their course. They encouraged their ten students to interact together using their phones, which was easy to accomplish because they already know how to do this. In the class, students created ways in which knowledge could be created and shared for collaboration. Applications were designed and videos were created. Students viewed, participated in, and evaluated the level of collaboration within the creation. As an emerging program, Ahmad and Mentors course quickly grew an audience. This report reassures that using mobile devices for learning is built on the basis of connectivism and collaboration for learning, which has become the focus of educations shift away from traditional teaching and learning. Arrigo, M., Gentile, M., & Taibia, D. (2005). An application for collaborative learning on a mobile telephone. In J. Attewell & C. Savill-Smith (Eds.), Mobile learning:Anytime everywhere (pp. 1114). Retrieved from http://stu.westga.edu/~bthibau1/MEDT 8484Baylen/mLearn04_papers.pdf The authors that have compiled the article, An Application for Collaborative Learning on a Mobile Telephone, are firm believers of collaborative discovery-learning for the 3rd-generation. This means that the authors deem that the technologically-modern generation of learners learn best when the learning is generated cooperatively by the students. Collectively, the authors purpose an application system called mCLT, that

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promotes ease of navigation and interaction within a course. In terms of collaboration, users (students in the class) can create notes and reply to other students notes. The shared access to these notes encourages communication between students. Additionally, the mCLT application provides a message-system web service, in which students can send emails and texts to other students in the course. Overall, the mCLT is an innovative application that encompasses the natures of community and learner-based learning. Students using the application on a mobile device can access the course materials at any given time and communicate with other students in a moments notice. This app appears to be well designed for collaborative-mobile learning. Bull, S., Bridgefoot, L., Corlett, D., Kiddie, P., Marianczack, T., Mistry, C., Sandle, N., Sharples, M., & Williams, D. (2005). Interactive logbook: The development of an application to enhance and facilitate collaborative working. In J. Attewell & C. SavillSmith (Eds.), Mobile learning:Anytime everywhere (pp. 39-42). Retrieved from http://stu.westga.edu/~bthibau1/MEDT 8484Baylen/mLearn04_papers.pdf Upon the fairly recent (for the times) awareness of the effectiveness of peer-collaboration, the authors of this article acknowledge the lack of tools that promote collaboration are designed for business, and not for education. Thus, they collectively promote the Interactive Logbook, a collaborative tool that facilitates and enhances collaborative learning by small groups within a higher education setting. Additionally, they recognized the need to create a tool that stimulates organization and is available for access anytime, anywhere. Though it may have been hightech for its time, the Interactive Logbook simply provides a place where students can coordinate and collaborate, not gain knowledge. This tool, though successful ten years ago, is definitely out-of-date and would need to have it all (ability to collaborate while gaining knowledge) in order to be current and useful today.

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Colley, J., & Stead, G. (2005). Mobile learning= collaboration. In J. Attewell & C. Savill-Smith (Eds.), Mobile learning:Anytime everywhere (pp. 57-58). Retrieved from http://stu.westga.edu/~bthibau1/MEDT 8484Baylen/mLearn04_papers.pdf This article, prepared by Jo Cooley and Geoff Stead, analyzes, through several case studies, the effectiveness of the collaborative tool for mobile learning: mediaBoard. The basic description soundly encourages collaboration, using technology in a blog-like setting, before the popularized movement of blogging. Though the trials that Cooley and Stead faced back in 2004, probably would not pose as an issue today. The technical challenges dealt with connection to a network, and enthusiastic users. As mediaBoard creates a social constructivist learning-styled environment in its earliest forms, it appears to effectually foster collaborative learning when using mobile devices.

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Making Mobile Learning Work

Campbell, G., Fitch, M., German, R., Hulvey, D., McIntosk, K., McPherson, M., & O'Keefe, J. (2013, April). The wild-card character of "bring your own": A panel discussion. Retrieved from http://www.educause.edu/ero/article/wild-card-character-bring-yourown-panel-discussion In this discussion about a bring-your-own-device policy, each member of the panel provides a unique perspective on the topic, but collectively they maintain support for such a policy, especially in a higher-educational setting. As technology booms, and the way people interact with it, and what we use to interact, it is evident that the institution of education needs to embrace it, as society does. Institutions need to shift away from a policy that shuns the usage of such tools in a classroom, because they are obviously for entertainment purposes only, and assume a more open policy that recognizes the ever-presence of these devices and work with it, not against it. Even though the forum was held among higher-level educators, it is possible to adopt such a policy in regular schools, and perhaps more controllable, and is able to prepare learners for their future learning experiences when they become higher-level students. Gagnon, D. (2010). Mobile learning environments. Unpublished raw data, Retrieved from http://www.educause.edu/ero/article/mobilelearning-environments David Gagnons brief article, Mobile Learning Environments, analyzes two examples of learning: place-based learning and situated learning. These two learning environments, Gagnon reminds, are only possible because of mobile learning; there is no way that these learning experiences can happen, to the same effect, in a traditional classroom setting. Using iPhones, students at the University of Wisconsin-Madison, are given the opportunity to be an active, experiential, and embodied participant in events in history through a designed experience. GPS capabilities enable students to view historic images and people, who stood where they are standing, and interact with them. Such a learning practice is like experiencing the event first-hand; which is not possible in a classroom or even online. Mentira, created at the University of New Mexico, is a mobile game that has two parts: the first is a game designed

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to teach an introductory college Spanish course by learning the language through assuming roles and goals in a Spanish-told game; the second is to actually visit Spanish-speaking neighborhoods in order to continue the story as they interact with physical and virtual Spanish speakers in real life. The two learning environments Gagnon describes are obviously perfect examples of connecting student learning to real life problems; they are able to learn from interacting with the knowledge content itself, in its natural form. These examples, though region-specific, prove that instructional materials can be designed to effectively use mobile devices for learning.

Hamm, S., Harapnuik, D., Hatherill, R., Nicholson, L., Perkins, S., & Powell, C. (2012). Mobile-enhanced inquiry-based learning: A collaborative study. Unpublished raw data, Retrieved from http://www.educause.edu/ero/article/mobile-enhanced-inquirybased-learning-collaborative-study The qualified team who published Mobile-Enhanced Inquiry-Based Learning: A Collaborative Study, establishes how institutions of higher learning effectively incorporate mobile devices into the curriculum. The team presents a project, appropriate named Mobile-Enhanced InquiryBased Learning (MEIBL), that hopes to harness the abilities mobile devices can have for learning. Though the project is utilized in a scientific course, there were three items that the team wanted to focus on to determine how to effectively incorporate mobile devices: 1. track patterns in student usage; 2. learn how use of mobile technology in laboratory classes affects instructor-student interactions; and, 3. track student assessment outcomes. These three factors are a direct result in the proven research that students have deeper learning outcomes when they have more control over their learning environment. Furthermore, students would complete weekly lab ratings of experience, and surveys that determine the programs success. Though the team has not completed the MEIBL project at the time of the articles publication, it is clear that there is a set plan, where students are at the center of the learning. Instructors want to track their students usage of the devices and related programs to ensure that they are being used frequently, and track their students outcomes based on their usage of the mobile device. Since the instructors plan to use the mobile devices throughout the entirety of the course, even if its simply for survey purposes, the students are documenting their progress and actively participating in their learning.

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Rodrigo, R. (2011). Mobile teaching versus mobile learning. EDUCAUSE Quarterly, Retrieved from http://www.educause.edu/ero/article/mobile-teaching-versusmobile-learning Rochelle Rodrigos article, Mobile Teaching Versus Mobile Learning, highlights an abundance of reasons why it makes sense to incorporate mobile devices into the learning environment. However, she also voices some criticisms that many instructors, students, and schools have expressed: not having access to the technologies. Rodrigo recognizes that there will always be some disadvantaged population that has limited to no access to such technologies. She maintains her firm-stand on mobile devices for education by drawing the readers attention to this exact issue that was a strong concern when computers became a fundamental part of education. When schools were faced with such a dilemma, the technologies in question became available in lab rooms and media centers. Rodrigo encourages this practice continues as education welcomes mobile devices, while also suggesting that since these technologies are more affordable than purchasing a complete desktop, a system should be instilled in the institution that rents these devices, that way instructors can utilize the technologies in their instruction without having to worry about who has access to them or not. Clearly, Rodrigo preserves her belief in mobile learning; even in the face is adversity.

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Conclusive Summary
Each of these articles has solidified my curiosity and belief in mobile learning as being the next popular technology to facilitate education. Before implementing mobile learning as part of any curriculum, one must be familiar with the foundations. The articles gathered in this category delicately introduce the means of mobile learning and provide resources that include general information about mobile learning. Mobile technology makes sense provides several validations about how and why using mobile phones for education will work, and is necessary. Programs and applications for mobile learning introduces analyzed and assessed programs and apps that can be utilized for education through the usage of mobile phones. Promoting collaboration through mobile learning highlights the partnership of two current trends in education: mobile phones and networking. Finally, making mobile learning work in schools presents several ways in which instructors can incorporate mobile phones into their instruction. Overall, mobile learning is a fast growing trend that is spreading from the upper-levels of education, down into the k-12 domain. Though many of the authors argue that the enactment should be reversed, they simultaneously recognize the fears and lack of training k-12 teachers have. The biggest appeal about mobile learning is having that constant connectedness to information, anytime, anywhere. This is also a strong contender for mobile learnings cause since research substantiates that learning needs to be student-centered and collaborative. In conclusion, mobile learning is still a budding field that will assuredly find its potentially permanent place in education.