Aspects of Mobile Education and Technologies: A Literature Review

This literature review analyzes the aspects of mobile education and mobile learning in educational field. It covers effective uses of mobile technology in the classroom, current mobile education and technologies, benefits of reading application among young children and assessment of issues in usefulness of mobile applications for young children.

Running head: ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
Literature Review: Aspects of mobile education and technologies work best and can be
compared / contrasted
Name of the Student:
Name of the University:

1ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
Table of Contents
1. Literature Review........................................................................................................................2
1.1 Introduction............................................................................................................................2
1.2 Effective uses of mobile technology in the classroom..........................................................3
1.3 Current mobile education and technologies..........................................................................4
1.4 Benefits of reading application among young children.........................................................6
1.5 Assessment of issues in usefulness of mobile applications for young children....................8
1.5.1 Problems of evaluating learning application..................................................................8
1.5.2 Challenges to adopt mobile learning in classroom.........................................................9
1.6 Necessity of developing standards for mobile design and development.............................10
1.7 Introduction of ‘User-led’ education through the application of the mobile technology and
its advantages.............................................................................................................................12
1.8 Implementation of mobile learning.....................................................................................14
1.9 Future of mobile technology driven education system........................................................17
1.10 Conclusion.........................................................................................................................18
References......................................................................................................................................20

2ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
1. Literature Review
1.1 Introduction
The literature study investigates about the perceptions of teachers and young children
concerning the impact of employ of mobile devices for educational purposes. Sarrab, Elbasir and
Alnaeli (2016) stated that the mobile learning stands for a way to tackle number of educational
issues. The devices like smart phones, tablets are enabled for modernization furthermore helped
the young children and teachers to gain access to the digital content. The mobile devices are used
of 4G/3G connectivity which is required tools to get better teaching in addition to learning. The
mobile devices by means of cellular connectivity improve children learning and engage both
them along with teachers. Keengwe and Bhargava (2014) argued that mobile technology is a way
to offer innovative content along with ease informational access everywhere the children is
positioned. It facilitates and connects the mobile learning in a mode that can convert learning
environment for the young children in and out of the school.
This literature study is written to analyze the aspects of the mobile education and mobile
learning in educational field. The literature review has measured probable sources of the
available research on the chosen topic for the mobile teaching along with learning. The main
focus is on mobile technology on how it is being employed in the educational institutions. The
literature study is based on effective uses of mobile technology in the classroom, current mobile
education plus technologies, benefits of reading application among young children and
assessment of issues in usefulness of mobile applications for young children. It also analyzes
necessity of developing standards for mobile design and development.

3ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
1.2 Effective uses of mobile technology in the classroom
In present world of technology, it is critical to imagine the school without the computers
as well as internet. Various type of educational websites provide information to students help
them in exams. In the era of tech-savvy, the outcome of mobile learning is trendy as well as it is
powerful source of effective mobile learning. Katz (2017) shown that the mobile technology is a
tool for teaching and learning experiences increase efficiency among the young children towards
learning. The mobile device ownership is increasing in United Kingdom. This study analyzes
about the benefits to employ of mobile in education. The young children and educational
institutions are discovered benefits of employ of mobile technology within the classroom.
Domingo and Gargante (2016) stated that it is easier to employ of mobile device for improving
right to use the information. Whether the information is related to course, the mobile devices
help the teacher to gain access to the information faster. As per the teacher, usage of mobile
technology helps and allows for quicker and provides easier feedback. The young children are
agreed that there is faster communication among the lecturers as well as colleagues with use of
the mobile devices. Kearney, Burden and Rai (2015) discussed that technology can provide new
opportunity to do things in various ways. One of the major features of mobile technology is
creativity used to build work effective as well as achieve of higher results. The teachers are used
of technology to make learning more efficient, and there is creative use of the technology into
the classroom.
Zydney and Warner (2016) analyzed that technology is powerful and it is used to make
both teaching as well as learning powerful. The teachers are used of audio recording feature in
the Smartphone for offering personal as well as quality feedback to young children. This study is
based on proven that the young children are not liked feedback provided in traditional way, but

4ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
they are preferred to use of Smart technology for getting feedback (Keengwe and Bhargava,
2014). The teachers can exploit of chat features of the mobile devices for creating online
discussion forum to motivate the class participation on the contented topics. The children can
chat as well as discuss at home on the subject into the classroom to increase an understanding of
the concepts. Traxler and Crompton (2015) stated that quick response codes are one of the way
to employ of mobile technology into the classroom. Technology is powerful and benefits to
make the work effective. It can also raise productivity plus help to achieve better results in the
work which make the mobile learning more effective.
Ally and Prieto-Blázquez (2014) pointed that in regard to usage of mobile technology, the
types of learning through employ of mobile phones is done through sound, short text messages,
graphical display, information gathered from the data, internet search and video clips. According
to Voogt et al. (2017), sending of educational texts via the cell phones in the education has
positive effects on the educational field. The positive effects of the mobile phone are
improvement of learning plus rising an understanding of various concepts. Briz-Ponce et al.
(2017) stated that constructive is used of time which prevent the time for being wastage. Kim
and Shin (2015) said that recent development in the software as well as hardware, qualities will
let the teachers produce and patent the qualities of young children. The mobile phones are
cheaper; therefore interest of young children to use mobile phones will facilitate learning.
Communication with use of mobile phones is collaboration tool which can facilitate proper
social relationships with the learners.
1.3 Current mobile education and technologies
The mobile technologies are penetrated in the society in short period of time. The
technologies are referred to the Notebooks, iPods, PDA, tablets and Smartphone. Lee et al.

5ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
(2018) illustrated that advent of those technologies can consider an interest among the
educational institutions and mobile learning. Yoo and Lee (2015) argued that the mobile devices
can change pattern of learning because of its portability as well as support to access learning
materials. As per the below provided pie chart, it is seen that PDA is used for educational as well
as learning purposes. Smartphone is used devices which are mostly used into educational
institutions to provide support to learning. The devices are examined based on efficiency of the
information, satisfaction level and outcomes related to learning.
Figure
1:
Mobile
devices used for m-learning
(Zydney and Warner, 2016, pp-7)
The mobile learning is implemented in dissimilar educational contexts such as formal,
informal as well as non-formal. According to See (2017), scenery of mobile learning enlarges its
confines of the formal education towards informal education context. It is analyzed that
frequency of usage of mobile devices is higher in case of non-informal educational contexts as
compared to both formal as well as informal educational contexts. Keengwe and Bhargava
23%
16%
8%
15%
15%
14%
Mobile devices used for m-learning
PDA
Handheld
Pocket PC
Smartphones
Mobile phones
Notebooks

6ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
(2014) revealed that m-learning activities are superior engaged the students into the learning
processes. Access to the mobile devices through utilizes of handheld smart devices enables to
access into m-learning platforms. Into the m-learning environment, the total number of learners
are huge as well as access to data in real time may need to access networks by means of Wi-Fi.
1.4 Benefits of reading application among young children
According to Zydney and Warner (2016), there is a challenge for the teachers to get the
young children engaged in reading as well as getting them to enjoy. The teachers are used of
electronic and technology based strategies to develop learning plus interest in words. The
technology based strategy is based on digital tools as well as resources to evolve learning
impending which is probable when technology as well as media is division of the instructional
combine. Yoo and Lee (2015) analyzed that nearly 100% of the schools in United Kingdom have
internet access towards information along with communication technologies. The purpose of this
section is to analyze benefits of reading application and its reading and learning issues. With
increase in visual world, m-learning becomes primary means of the communication. Parsons
(2014) argued that one of the concerns to educators is development of the academic language.
Page (2014) stated that the mobile applications for the educational institutions have done
for the young children, and made learning process easier. In changing times, the young children
are driven towards utilize of the mobile phone. The world becomes at fingerprint plus the young
children can get access to the information from anywhere. It also reduces time to visit the library
and searches for the data. Ciampa (2014) concluded that the mobile based application is
therefore used for reading and learning purposes. Each of the mobile application has innovative
feature to offer set of services. Following show key significant role of reading and learning
application such as:

7ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
New learning methods: Introduction of the reading and learning applications in
education sector lead to introduce new learning methods. There are also fun games on the
application which indulge the young children throughout learning processes and helping them to
know things from a variety of perspectives (Glaser, 2018). The young learners are attached to
activities like crossword puzzles, world-building and others.
Enhance parent teacher communication: The application should help to build strong
parent teacher relationships beyond wall of the educational institutions. It facilitates the teachers
to respond to question from the parents concerning expansion of ward. It helps to maintain
simplicity amongst the educational sector (Zydney and Warner, 2016).
24-hour availability: For the schools, the young children can follow particular timetable.
The children can get access to the mobile learning application whenever they want regards to
time of the day (Ali et al. 2015). The mobile application is accessed by kid at anytime while just
needed a Smartphone or tablet with installed learning application.
Decrease into communication gap: Through the traditional method, the educational
institutions are not paying attention to the children (Katz, 2018). The reading and teaching
mobile based application makes possible to impart the information to each children, so that they
are informed about new schedules, conferences as well as social school activities.
Make tech-savvy children: According to Sánchez Prieto, Olmos Migueláñez and García-
Peñalvo (2014), children of 5 years become tech savvy due to mobile learning application. On
daily basis usage of the learning application makes the children confident as they can handle
same technology tools and gadgets.
It is seen that the mobile applications are used for various purposes which make easier for

8ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
institution to keep the young children informed about the activities related to the school. The
mobile applications can ease the problems related to children along with facilitate the learning
(Bannan, Cook and Pachler, 2016). The mobile applications are future of the educational sector,
leading towards educational development.
1.5 Assessment of issues in usefulness of mobile applications for young children
Bannan, Cook and Pachler (2016) stated that creating educational software for the
preschool as well as primary school children has preoccupied in the educational research, since
introduction of the personal computers in the classroom by early 1980s. With the interactive as
well as mobile technologies, the criteria to assess quality of the mobile products are targeted
children as young as age of 5 years. Oakley (2018) referred to usability issues of mobile
application which emerge interactive activities with the applications like lack of feedback
associated with use of soft buttons.
1.5.1 Problems of evaluating learning application
Boticki et al. (2015) stated that getting evaluation of mobile application becomes critical
problem because of enormous number of self-proclaimed educational application in Apple plus
Google digital stores. According to Deaton, Herron and Deaton (2018), in design analysis of
learning applications, there are issues related to visual design, interactive design, layout and
navigation, makes lack of quality plus adaption based on child development. The learning
application for preschoolers as well as kindergarten kids should provide priority to learning
process rather than the product which provides opportunities to motivate children and involve in
own learning. The applications are available for the young children to build the communicational
skills, pre-math skills, science skills and other.

9ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
1.5.2 Challenges to adopt mobile learning in classroom
Poore (2015) explained that the young children can access to the mobile device to use in
plus outside of the class. When the young children are getting distracted, the learning activity
keeps them engaged by use of mobile gadgets. Rapid pace of the change in adoption of mobile
devices in classroom has evaluated competence of the current mobile learning strategies. The
mobile learning is stand alone activity which is a challenge for the teachers to identify how to
use of the mobile devices within classroom has improved academic performance of the student.
Ellaway et al. (2014) illustrated that the mobile technology has potential to make sure that there
is learning experiences which add to higher academic outcomes for children. Following are
challenges which impose by implementation of mobile learning application in classroom for
young children:
Privacy issues: The mobile devices in the school can access to sensitive data, academic
results, professional data and managerial information. Sometimes, those data are not protected.
Sarrab, Elbasir and Alnaeli (2016) criticized that the learning management system prevent
unwanted online safety problems throughout automatic backup, protection of password and
strong setting to access level for the users. The educators should make sure that the mobile
application in classroom is not used for any other purpose other than learning.
Management issues: The management team of school is required to define policies and
technical support for widespread implementation of mobile application. Lack of management
support is cited as challenge (Kearney, Burden and Rai, 2015). Change among the management
level is an issue as it can change in attitudes, behaviors of managers in educational sector.
Design issues: Traxler and Crompton (2015) stated that design issues occurred due to not
proper design of application which is instructional design, interface design and screen design.

10ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
User interface design is a required factor for successful implementation of mobile learning,
therefore issues in this design type affects the implementation work.
Technical issues: Parsons (2014) analyzed that the technical complexities are a key
important feature in implementation plus combination of mobile technologies in school. Ali et al.
(2015) listed some of the technical complexities like installation, accessibility of technology,
faster web connection, and maintenance along with technical support. Those issues are resulted
as of speedy change in the mobile technologies, moreover devices. Boticki et al. (2015)
concluded that connectivity as well as bandwidth is required to consider at the time of
development of mobile learning. Ellaway et al. (2014) pointed that there is lack of application
quality, technological support and protection of the learning applications.
Cultural and social issues: Parsons (2014) stated that there are cultural in addition to
social concerns while getting of deployment of mobile learning. The ethical implications like
resistance to change among the lecturers, unease related to social practices, increase in time
required to store information, data security and cyber bullying are cultural and social issues
related to development of learning application in school. Zydney and Warner (2016) explained
that the cultural dissimilarities in relation to attitudes towards technology are key issue in support
of getting type of technology as well as future usage. The research study is reported that
resistance to change plays a key function in acceptance of knowledge in the educational sector.
1.6 Necessity of developing standards for mobile design and development
Keengwe and Bhargava (2014) stated that selection of mobile applications is an
importance s development of mobile learning application can support the young children in
learning. Kearney, Burden and Rai (2015) argued that quality of the mobile application can
target childhood based on two conditions like taking consideration for development stage of

11ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
children and employing interactive design towards children’s cognitive development. Ciampa
(2014) introduced some of the guidelines which are found in development of application like
applications are educational, interactive, encourage the child to remain in control and encourage
collaboration of teacher and parent. Oakley (2018) pointed that when the mobile application gets
uploaded to digital stores, and then there is high competition among the developers turns into
violent. It can also strengthen connections between home and school furthermore does not
contain any violence. With more than 80% of the mobile learning applications in the digital store
attractive to the children and parents are faced with choices regarding selection of right
application (BBC News, 2018). The following table shows examples for the mobile applications
which are used in mobile learning.
Aspect of
mobile
learning
Network Technology Technology
characteristic
Device Content Activities
Portable e-
learning
Cable It directs wired
connection and
it is least
flexible.
PDA,
Smartphone
and iPad
Instructional
materials
with the
audio and
video
lecturers
Tasks and
learning
assessment
Classroom Local area
GSM Global system
for the mobile
Laptop,
PDA, cell
phones and
computer
Regular
emails and
forum
discussion
Assignments
and
interaction
among
students and
lecturers,
Bluetooth Networking
standard found
in the devices.
It has no power
requirements.
Wi-Fi IEEE standard
802.11 wireless
networks
IR Infra red light

12ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
learning network collaboration
Rural
mobile
learning
Wide area
network
GSM Global system
for the mobile
3G cell
phone,
Smartphone
and PDA
Segments to
the lecturers
and flash
card trainer
Interaction
with the
students and
teachers,
assignment
and exam
WiMax Promised
wireless and
broadband
network
GPRS Code division
multiple access
Table 1: Mobile applications used in mobile learning
(Source: Traxler and Crompton, 2015, pp- 511)
1.7 Introduction of ‘User-led’ education through the application of the mobile
technology and its advantages
Recently there are certain changes in the field of education. According to McCarthy,
Maor and McConney (2017), higher education institutions in United Kingdom is making their
presence in the word through the usage of mobile technology. The way of learning through the
usage of mobile technology is attractive the global education structure. The use of mobile
technology is set up the user-led approach of learning.
According to Schwendimann et al. (2018), a new generation named ‘Generation C’ has
been introduced. The generation is technologically enhanced. Earlier generation was interested
about their own interest. However, the new generation is more inclined toward digital use of
everyday’s functionality. In this case, it can be said that the teaching through the digital medium
can be beneficial for the current and upcoming generation. The new users in this case, are the
new generation who are relaxed with the use of digital technology. According to Ashraf et al.

13ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
(2016), it has been seen that with the implementation of the digital learning, many international
students are getting the access of the online courses provided by renowned universities. Different
online platforms are providing certified courses from different universities, which can be used by
the students. Apart from that online monitoring systems are provided by these learning platforms
so that the performance of the students can be evaluated in a right way. According to
Schwendimann et al. (2018), these online learning platforms are helping the students as well as
the working professionals. With the compilation of the project the students are getting the
certificates along with that professionals are also enhancing their knowledge which eventually
help them in the work place. According to Ashraf et al. (2016), there are certain advantages of
learning through mobile technology. The online courses help to save the time and the cost of the
students and the users. Apart from that the universities can also face the diverse student base,
which enhances the culture of those universities.
The use of mobile technology driven education is also helpful for the children. According
to Jang (2015) it has been found out that the use of mobile technology in the education allows
more practical implementation of the learned things than the traditional way of education. The
practical implementation of the theories helps to enhance the decision making ability of the
students. Pedro, Le and Park (2015), stated that using the mobile technology and the wireless
medium has not certain disadvantages. This technique of learning enhances the accessibility of
the learning resources. Moreover, the use of mobile technology fulfills the basic criteria of
distribution of the knowledge and education among the maximum number of people. This can be
considered as philanthropic characteristic of the learning.
Keengwe and Bhargava (2014) analyzed that the term e-learning or e-education in the
circumstance of using mobile and wireless technology for learning. The discussion of this paper

14ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
is based on the perception of e-learning. The author has described the advantages and the
challenges those can be encountered during the e-learning process. According to this paper, e-
learning can be beneficial for both the education providing entity and the students and the users.
However, there are certain challenges like possibility of the unethical practices by the users
during the learning and lack of monitoring while the evaluation of the performance of the
students in the e-learning process (Ng, Alexander and Frith 2018). Moreover, in most of the
cases, online courses are not regarded equivalent to the tradition education system.
1.8 Implementation of mobile learning
Ali et al. (2015) stated that at the time of allowing for the implementation of the mobile
devices, the schools must spotlight on considering fit in current curriculum. Keengwe and
Bhargava (2014) observed that the entire teaching environment is not suited with the m-learning
environment while preference is given to the information based classes. Adoption of the mobile
learning within the learning context is predisposed by the organizational as well as interpersonal
factors. Domingo and Garganté (2016) suggested that educational institutions are required to
contemplate that they can offer training as well as technical support needed for the
implementation of mobile learning. All the stakeholders are required to involve in development
of adoption plans. The implementation of mobile learning is consisted of mixture of the online
learning as well as materials learning downloaded in handheld devices which help to lessen the
cost in addition to in-convince of the disruption of signals. A flexible approach towards
development work is required where the technologies and standards are evolved. According to
Traxler and Crompton (2015), it is required to deliver learning and offer support services to the
learner’s mobile phones.
Lee et al. (2018) defined mobile learning as learning course as it rises in path of the

15ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
person-to-person communication using mobile devices. The facilitation of improved
communication along with interaction among staff as well as student is done in university
environment via the mobile technologies. Bannan, Cook and Pachler (2016) discussed that the
mobile technologies can support for timely communication. Delivery of the administrative
support along with timely course content is a key to engage competitive communication
environment. Current thinking into the educational context emphasizes the importance of play
into the learning processes. Oakley (2018) contributed to discuss usage of the mobile
technologies in relative to gaming all through its relationship with mobile learning project.
Deaton, Herron and Deaton (2018) analyzed that the computer game helps in encouraging
learning among young children. The mobile learning has become a focus due to its technical
issues for the instructional technology. It reviews literature which can deal with mobile learning
and distinguished it from the traditional learning method. Due to implementation of mobile
learning, the entire process to learn and teach becomes easier so that entire process becomes
faster along with cheaper (Traxler and Crompton 2015). Therefore, the learners can able to
understand how mobile learning and technologies will become benefit for them in the
educational institutions.
Yoo and Lee (2015) proposed a learning model for effective usage of the mobile
technologies for teaching in the school that suggested eight criteria to determine choice of the
technology. Ali et al. (2015) investigated that right technology is selected as important aspect to
evaluate the mobile learning. The eight criteria are as follows:
 Appropriateness of the mobile technology usage in the classroom
 Ease of use plus reliability
 Cost of the mobile technologies

16ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
 Teaching as well as learning approaches
 Interactivity of the mobile application
 Chosen novelty to use of existing technology
 Speed to analyze how the system can develop
Kim and Shin (2015) described that trial of wireless tablet and PC engaged thee student
into the higher education. The young children are encouraged to discover functionalities of the
tablet PC to hold up of the casual elements for learning purposes in mutual group work.
Keengwe and Bhargava (2014) concerned on patterns of usage with the tablet PC are indicated
that the team workspaces have greater potential for team collaboration. The activities those are
performed on using tablet PC are email, creating documents, watching the videos, programming,
internet text message and keeping records of the work and management of time. Personal Digital
Assistants (PDA) and other pocket devices are being found rising acceptance, owing to
perception of expediency when it is contrasted with traditional PC as well as laptops (Bannan,
Cook and Pachler 2016). Mobile learning is represented more than simple moment of the
technological attraction.
Ellaway et al. (2014) discussed that there is high value of deployment of mobile
technologies in service of learning as well as teaching which appears to obvious as well as
inevitable. It is identified that modern learning environment where the mobile infrastructure
attainment the end of being enveloping, educators need to acclimatize from position as the
transmitters of information to guiders of learning materials plus incomes. Kearney, Burden and
Rai (2015) discussed that the mobile learning is subset of the e-learning as it is required to
consider in learning strategy in similar way that the educational institution requires to view the
learning delivery methods. Mobile learning is a method to engage learners on own terms for

17ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
those who can class as non-traditional learners. It helps the learners to develop literacy skills and
identify existing abilities and capabilities. According to Sarrab, Elbasir and Alnaeli (2016),
mobile learning is used to persuade independent as well as collaborative learning experiences.
Therefore, it can help the learners to stay focused for longer period of time. It helps to raise self-
esteem and also self-confidence.
1.9 Future of mobile technology driven education system
The use of e-learning in the education system is becoming popular nowadays. According
to Wanzala (2017), in this situation the impact and the future of the e-learning are needed to be
evaluated in a proper way. This evaluation will help to indicate the direction for the educational
institutions regarding further spreading of the e-learning process. According to this article the e-
learning process is needed to be supported for teaching of both internal and external students of
the organizations. The internal students are the current students of the organization. On the other
hand the external students are the students enrolled for distance courses through online
(Keengwe and Bhargava 2014). The implementation of the live projects and the teaching
through the video conference can enhance the knowledge sharing among the students. In this
case, the demonstration of the live projects in the class room will help the students to get familiar
with the real life problems (Schwendimann et al. 2018). On the other hand through the video
conferencing the professors and lectures from the other universities around the world can take
classes of the students. This brings the diversity and proper sharing of knowledge in education.
However, in order to enhance the process of e-learning certain steps are needed to be
taken. The use of the emerging technologies sin the development of the e-learning structure like
deployment of the cloud computing system can be beneficial in this context (Ally and Prieto-
Blázquez 2014). The use of cloud computing can enhance the storage space and the availability

18ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
of the learning resources can be contacted by the students and the users at any instance of the
day. Apart from that the real time update of the course materials and the events of the course are
given properly at the online portal. In some cases, time frame for the submission of the course
work can be implemented. According to Jaipal-Jamani et al. (2015), the main things for the
execution of the enhanced e-learning system is the ease of the communication between the
teacher and the students. In this case, uploading of the study materials and creation of the
discussion forums can be helpful.
According to Cattaneo, Motta and Gurtner (2015), it has been seen that 45% of the
educational institutions said that the blended education system of the online and the traditional
education system is resulting positive outcomes. Whereas 17% of educational institutions said
that they are no providing online education or e-learning to the students. Interestingly, it has been
seen that these institutions are willing to implement the online education system alongside of
tradition education system for the overall improvement of the quality of the students and
institutions.
1.10 Conclusion
It is concluded that schools in UK is continued to explore way in which the mobile
technology can support both learning as well as teaching aspects. As use of the mobile
technology becomes prevalent among the young children, the schools are seeking to
acknowledge by integration of technology into teaching as well as learning field. It is part of
objective to equip young children with skills for working within the digital age. The education
system will support development of skills among young children. The proposed mobile
application is termed as Reading Tutor which can provide learning and teaching benefits to
young children so that they can develop in the educational field. Academic research attempts to

19ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
assess impact of the mobile technology on both teaching as well as learning. The application can
praise long way with the learners those can struggle in reading as well as learning field. It offers
the learners with free educational materials and resources. The concerns about impact of the
digital technology offers return of investment, therefore it is increasing importance among the
tutor for the teaching purpose. Teacher training as well as best practice guidelines is required for
successful deployment of education in the classroom.
It is discussed that the mobile technologies are appropriate embedded in addition to
network with enhancing abilities for the social interactions plus web connectivity. The
technologies have greater influence on the learning field. It is moving more exterior of the
classroom and in environment of the beginner. The mobile technologies become a personal
collaborative tool in the classroom. Chances for dispersed collaboration along with mobile team
working will enhance in the digital age. It is confront for the educators along with developers to
uncover ways to make sure that new learning is greatly situated, private, collaboration along with
long term benefit. The mobile learning helps the learners to engage in learning.

20ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
References
Ali, A., Alrasheedi, M., Ouda, A. and Capretz, L.F., 2015. A study of the interface usability
issues of mobile learning applications for smart phones from the users perspective. arXiv
preprint arXiv:1501.01875.
Ally, M. and Prieto-Blázquez, J., 2014. What is the future of mobile learning in
education?. International Journal of Educational Technology in Higher Education, 11(1),
pp.142-151.
Ashraf, M.M., Hasan, N., Lewis, L., Hasan, M.R. and Ray, P., 2016. A Systematic Literature
Review of the Application of Information Communication Technology for Visually Impaired
People. International Journal of Disability Management, 11.
Bannan, B., Cook, J. and Pachler, N., 2016. Reconceptualizing design research in the age of
mobile learning. Interactive Learning Environments, 24(5), pp.938-953.
BBC News 2018. Should phones be allowed in schools?. [online] BBC News. Available at:
https://www.bbc.com/news/uk-44546360 [Accessed 4 Dec. 2018].
Boticki, I., Baksa, J., Seow, P. and Looi, C.K., 2015. Usage of a mobile social learning platform
with virtual badges in a primary school. Computers & Education, 86, pp.120-136.
Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J.A. and García-Peñalvo, F.J., 2017.
Learning with mobile technologies–Students’ behavior. Computers in Human Behavior, 72,
pp.612-620.

21ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
Cattaneo, A.A., Motta, E. and Gurtner, J.L., 2015. Evaluating a Mobile and Online System for
Apprentices' Learning Documentation in Vocational Education: Usability, Effectiveness and
Satisfaction. International Journal of Mobile and Blended Learning (IJMBL), 7(3), pp.40-58.
Ciampa, K., 2014. Learning in a mobile age: an investigation of student motivation. Journal of
Computer Assisted Learning, 30(1), pp.82-96.
Deaton, B., Herron, J. and Deaton, C.C., 2018. Mobile Technology and Learning. In Handbook
of Research on Human Development in the Digital Age (pp. 87-108). IGI Global.
Domingo, M.G. and Garganté, A.B., (2016). Exploring the use of educational technology in
primary education: Teachers' perception of mobile technology learning impacts and applications'
use in the classroom. Computers in Human Behavior, 56, pp.21-28.
El Kadiri, S., Grabot, B., Thoben, K.D., Hribernik, K., Emmanouilidis, C., Von Cieminski, G.
and Kiritsis, D., 2016. Current trends on ICT technologies for enterprise information
systems. Computers in Industry, 79, pp.14-33.
Ellaway, R.H., Fink, P., Graves, L. and Campbell, A., 2014. Left to their own devices: medical
learners’ use of mobile technologies. Medical teacher, 36(2), pp.130-138.
Glaser, E. 2018. Children are tech addicts – and schools are the pushers | Eliane Glaser.
[online] the Guardian. Available at:
https://www.theguardian.com/commentisfree/2018/jan/26/children-tech-addicts-schools
[Accessed 4 Dec. 2018].

22ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
Jaipal-Jamani, K., Figg, C., Gallagher, T., Scott, R.M. and Ciampa, K., 2015. Collaborative
Professional Development in Higher Education: Developing Knowledge of Technology
Enhanced Teaching. Journal of Effective Teaching, 15(2), pp.30-44.
Jang, Y., 2015. Convenience matters: A qualitative study on the impact of use of social media
and collaboration technologies on learning experience and performance in higher
education. Education for Information, 31(1, 2), pp.73-98.
Katz, J.E., 2017. Mobile phones in educational settings. In Magic in the Air (pp. 101-116).
Routledge.
Kearney, M., Burden, K. and Rai, T., (2015). Investigating teachers' adoption of signature
mobile pedagogies. Computers & Education, 80, pp.48-57.
Keengwe, J. and Bhargava, M., (2014). Mobile learning and integration of mobile technologies
in education. Education and Information Technologies, 19(4), pp.737-746.
Kim, K.J. and Shin, D.H., 2015. An acceptance model for smart watches: Implications for the
adoption of future wearable technology. Internet Research, 25(4), pp.527-541.
Lee, H., Min, H., Oh, S.M. and Shim, K., (2018). Mobile Technology in Undergraduate Nursing
Education: A Systematic Review. Healthcare informatics research, 24(2), pp.97-108.
McCarthy, A., Maor, D. and McConney, A., 2017. Mobile technology in hospital schools: What
are teachers’ professional learning needs?. Journal of Technology and Teacher Education, 25(1),
pp.61-89.

23ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
Ng, Y.C., Alexander, S. and Frith, K.H., 2018. Integration of Mobile Health Applications in
Health Information Technology Initiatives: Expanding Opportunities for Nurse Participation in
Population Health. Cin: Computers, Informatics, Nursing, 36(5), pp.209-213.
Oakley, G., 2018. Introduction: Mobile Technologies in Language and Literacy Practice and
Learning in Preschool and Primary School Children. In Mobile Technologies in Children’s
Language and Literacy: Innovative Pedagogy in Preschool and Primary Education (pp. 1-14).
Emerald Publishing Limited.
Page, T., 2014. Application-based mobile devices in design education.
Parsons, D., (2014). The future of mobile learning and implications for education and
training. Increasing Access, 217.
Pedro, A., Le, Q.T. and Park, C.S., 2015. Framework for integrating safety into construction
methods education through interactive virtual reality. Journal of Professional Issues in
Engineering Education and Practice, 142(2), p.04015011.
Poore, M., 2015. Using social media in the classroom: A best practice guide. Sage.
Sánchez Prieto, J.C., Olmos Migueláñez, S. and García-Peñalvo, F.J., 2014. Understanding
mobile learning: devices, pedagogical implications and research lines. Teoría de la Educación.
Educación y Cultura en la Sociedad de la Información, 15(1).
Sarrab, M., Elbasir, M. and Alnaeli, S., (2016). Towards a quality model of technical aspects for
mobile learning services: An empirical investigation. Computers in Human Behavior, 55,
pp.100-112.

24ASPECTS OF MOBILE EDUCATION AND TECHNOLOGIES
Schwendimann, B.A., De Wever, B., Hämäläinen, R. and Cattaneo, A.A., 2018. The state-of-the-
art of collaborative technologies for initial vocational education: A systematic literature
review. International Journal for Research in Vocational Education and Training
(IJRVET), 5(1), pp.19-41.
See, M.N., (2017). Internet addiction: implications and assessment education for providers.
Traxler, J.M. and Crompton, H., (2015). Mobile Learning. In Encyclopedia of Mobile Phone
Behavior (pp. 506-518). IGI Global.
Voogt, J., Knezek, G., Christensen, R., Lai, K.W., Pratt, K., Albion, P., Tondeur, J., Webb, M.,
Ifenthaler, D., Gibson, D.G. and Resta, P., 2017, March. The International Handbook of
Information Technology in Primary and Secondary Education: Part 2. In Society for Information
Technology & Teacher Education International Conference (pp. 1082-1085). Association for the
Advancement of Computing in Education (AACE).
Wanzala, W., 2017. Quest for quality and relevant higher education, training and learning in
Kenya: an overview.
Yoo, I.Y. and Lee, Y.M., (2015). The effects of mobile applications in cardiopulmonary
assessment education. Nurse education today, 35(2), pp.e19-e23.
Zydney, J.M. and Warner, Z., (2016). Mobile apps for science learning: Review of
research. Computers & Education, 94, pp.1-17.