Capstone Project on Mobile Learning Benefits in K-12 Classrooms

This capstone project, undertaken at Thompson Rivers University, examines the benefits of mobile learning in K-12 classrooms within the Canadian education system. The author, drawing upon personal experience and research, argues that mobile learning, utilizing devices like tablets and s...Read More

Running head: BENEFITS OF MOBILE LEARNING IN CLASSROOM
Capstone Project on Benefits of Mobile Learning in Classroom for Grade K-12
Name of the Student
Name of the University
Author’s Note:

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Abstract
The objective of this thesis paper is to set in the content of mobile learning benefits for the
Canadian education system in K-12 grades. In modern education system, it is extremely vital
to understand and provide several types of modern technologies to ensure that the students
are able to gain more interest in lesser time consumption. I have been following m learning in
my curriculum and hence was able to save time in my course. I have understood that the
technologies of mobile learning majorly involve handheld computer systems, tablets, mobile
phones, notebooks and MP3 players. It eventually focuses on the overall mobility of the
learning after interacting with every portable technology. With the core help of mobile tools,
the students are get the capability of creating different learning aids and materials and thus
involving various forms of informal learning. Being an international student at Thompson
Rivers University, I have achieved utmost advantages from mobile learning and also have
understood the importance of this particular technology for other students. I have identified
three vital reasons that can prove the importance of this technology in education system and
have even identified three obstacles in the process. However, I have provided suitable
recommendations for removing those obstacles successfully. Finally, I have understood that
Canada should involve mobile learning in every school for K-12 students to increase their
educational capabilities.
Key words: mobile learning, K-12 grade students, advantages and obstacles of technology

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Table of Contents
Abstract......................................................................................................................................2
Chapter 1: Introduction..............................................................................................................5
1.1 Development of My Interest in the Topic........................................................................5
1.1.1 My Experience in Mobile Learning..........................................................................6
1.2 Comparison and Differences of Technology used in Indian and Canadian Classrooms. 6
1.3 Importance or Significance of the Topic..........................................................................7
1.4 Presenting the Argument..................................................................................................8
Chapter 2: Literature Review.....................................................................................................9
2.1 Thesis Statement..............................................................................................................9
2.2 Three Supporting Reasons for Selection of Mobile Learning.........................................9
2.2.1 Flexibility to Learners.............................................................................................11
2.2.2 Multiple Device Support.........................................................................................13
2.2.3 Interesting Design Formats.....................................................................................15
2.3 Summary........................................................................................................................16
Chapter 3: Application.............................................................................................................18
3.1 The Indian Education System........................................................................................18
3.1.1 Condition of Indian Classrooms..............................................................................19
3.1.2 Need for Technology based Classrooms in India...................................................20
3.1.3 Awareness of Technology based Classrooms and Benefits....................................20
3.1.4 Enhancement of Traditional Education System in India.........................................21
3.2 Execution of Mobile Learning Technology for K-12 Students in Indian Classrooms. .22

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3.2.1 Directional Changes in Government and Schools..................................................23
3.2.2 Need for Teacher Practice and Parent’s Awareness...............................................23
3.2.3 Funding by Government.........................................................................................23
3.3 Implementation Challenges of Mobile Learning...........................................................24
3.3.1 Security and Privacy Issues.....................................................................................24
3.3.2 Ethical Issues...........................................................................................................25
3.3.3 Funding Problem.....................................................................................................25
3.4 Recommendations for Overcoming the Identified Obstacles........................................26
3.4.1 Recommendation for Security Issues......................................................................26
3.4.2 Recommendation for Ethical Issues........................................................................26
3.4.3 Recommendation for Funding Problem..................................................................27
3.5 Summary........................................................................................................................27
Chapter 4: Conclusion..............................................................................................................28
4.1 Restating My Argument.................................................................................................28
4.2 Discussion on Larger Implications.................................................................................29
4.3 Summary........................................................................................................................30
References................................................................................................................................31

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Chapter 1: Introduction
1.1 Development of My Interest in the Topic
Mobile learning or m learning can be referred to as the type of education that is being
conducted through the Internet connection or network with the help of personal mobile
devices like smart phones and tablets for obtaining learning materials through mobile
applications, online educational hubs and social interactions (Ciampa, 2014). Mobile learning
is flexible for allowing students access to education anytime and anywhere. M learning is
mainly learning across multiple contexts, via content and social interactions with the help of
personal electronic devices. I have been doing M.Ed. program at Thompson Rivers
University and have gained better knowledge regarding education in different countries. I
was able to understand the different aspects of learning that are required for every student to
complete his or her education.
I have developed a high interest in m learning, since it is highly convenient in
accessing data from anywhere and anytime virtually (Ally & Prieto-Blázquez, 2014). Sharing
of data or information is almost done instantly within everyone with similar content and it
subsequently lead to the proper reception of tips and feedback instantly. It is being observed
that this kind of extremely active procedure has eventually proven to increment the score of
examination from 50th to 70th percentile and the students in different classes are able to gain
more education and the respective dropout rate within the technical fields has been cut to 22
percent. Mobile learning is even responsible for bringing stronger portability after
replacement of notes and books with smaller devices and getting filled with the tailored
learning contents. It has added advantages of being cost effective, since the cost of the digital
content within tablets is decreasing on a sharp manner as compared to the traditional media,
such as DVDs, CDs and books (Baran, 2014). I was even able to learn about the extra

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benefits that the students obtain from mobile learning, which include time effectiveness. The
respective student does not have to indulge any fixed time schedule for competing the course
or education and they can include any time as per their personal choice.
1.1.1 My Experience in Mobile Learning
While completing my Bachelor’s degree, I got an opportunity in getting involved with
mobile learning. Since, I was working as a part time staff in an organization, I did not get
scope in attending regular classes (Jacob & Issac, 2014). For this reason, one of my
professors advised me in using mobile learning. I was finally able to attend the classes and
get notes as per required. Due to its flexibility, I started to study during my off time and was
highly engaged in the entire education system with multi device support. I even took help
from my class mates for sharing notes and they used to send these notes through digital
communication. The entire learning path was much smoother, in comparison to other devices
and finally I got good grades, even after working as a part time employee in a company (Su
& Cheng, 2015). I even got distinctive opportunity for collaborative learning and was able to
complete my Bachelor’s degree in the most effective and efficient manner.
1.2 Comparison and Differences of Technology used in Indian and Canadian
Classrooms
Mobile learning is being adapted in several different countries and each of these
countries has its unique style of providing such technological advantages to the students. I
have got the most significant opportunity of getting education in both India and Canada and
hence I have observed difference in the technology as well as adaptation to these technologies
for both the countries (Al-Emran, Elsherif & Shaalan, 2016). My preliminary education was
completed in India and for higher studies, I came to Canada. I was a part of mobile learning
system, both in India and Canada and Indian education system has spread its periphery for the
core purpose of accommodating widespread technology. The students are highly accustomed

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to the modern technology and they try to adopt and relate to the new technologies as well as
screen based designs. These students even show extra interest in learning from mobile
phones, tablets or any other personal digital assistants (Briz-Ponce, Pereira, Carvalho, Juanes-
Méndez & García-Peñalvo, 2017). In India, this mobile learning approach is completely
based on different technologies and they do not focus on outcomes.
On the other hand, the approach of mobile learning is different in Canada. Apart from
the technological advancement, the management even focuses on results. They mainly
support positive student achievement outcomes and experiments are done on youth
generation (Keengwe & Bhargava, 2014). The best practices are being selected for this
purpose and their applications for K-12 students are checked within a learning environment.
The Canadian education system even test innovative research tools, which adhere to the
indigenous protocols for the culturally relevant methods and even providing tangible
deliverables through several community based applications.
1.3 Importance or Significance of the Topic
Mobile learning comprises of some of the major and the most significant advantages
for students in K-12 grade. This type of learning offers better engagement of learner as well
as high completion rates. The most important advantages of this mobile learning include time
and cost effectiveness (Pegrum, 2014). The learners able to save their time and cost to a high
level and complexity towards understanding any topic or issue is reduced to a higher level.
Since, it supports multiple devices, the same course could be run seamlessly through tablets
and laptops at the same time. Mobile learning even offers high flexibility and scalability to
the learners for choosing the devices that they have selected to learn from. It even provides
high speed so that they can easily and promptly consume as well as assimilate. M learning
even features different design formations, which are extremely popular with the learners and
even create higher retention or recall (Zydney & Warner, 2016). I have selected this topic for

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focusing on the major advantages that are being offered by this learning technique and also
for successful identification of areas of weaknesses within it.
1.4 Presenting the Argument
I can argue that mobile learning plays one of the most significant and important roles
in improvement of education for the students in K-12 grades. The main reason for such
argument is that mobile learning provides more options and alternatives while creation of
learning engagement. It is being incrementally utilized in both formal training and as the part
of the eco system for successfully promoting informal learning (Chiang, Yang & Hwang,
2014). The users could easily integrate mobile applications for learning in the entire strategy.
In chapter two, I will be providing a detailed literature review regarding three distinctive and
vital supporting reasons to select mobile learning for the students in classrooms in grades K-
12. I will also be providing supporting evidence to prove my points. In chapter three, I will be
applying the thesis statement to a real world context and finally in chapter four, I will be
summarizing the entire paper and discuss on the larger implications.

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Chapter 2: Literature Review
The main objective of this literature review is to investigate the importance of mobile
learning in classroom of grade K-12 students. The literature review will be proving about the
important role that mobile learning plays in the entire modern education system (Chu, 2014).
There are three distinctive and important reasons that prove that m learning is extremely
important in classroom of grade K-12, which are flexibility to the learners, multiple device
support and interesting design formats. Each of these three reasons are extremely important
and significant for understanding the specific concept and importance of mobile learning in
the education system, even for K-12 grade students. It helps in ensuring that the students are
getting maximum advantages from their education system and are highly satisfied with the
system (Prieto, Migueláñez & García-Peñalvo, 2014). It could be easily completed with
various devices such as tablets, laptops and phones of the students. Before starting the
literature review on benefits of mobile learning for K-12 students, it is extremely vital to
understand the thesis statement and the background information regarding such advantages.
2.1 Thesis Statement
Mobile learning enhances chance and opportunity of education for grade K-12
students and even enables new methods of learning so that every existing difficulty is
resolved efficiently.
2.2 Three Supporting Reasons for Selection of Mobile Learning
For the main purpose of this particular paper, inclusion would be the significant
provision of different benefits of mobile learning to the students of grade K-12 classrooms.
According to Furió, Juan, Seguí and Vivó (2015), due to the massive utilization of m
learning, it becomes quite easy to include such upgraded version of education for all types of
students. The students in K-12 grade starts from kindergarten and hence they are in the most

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crucial stages of their education. It is extremely vital for them to gain interest in education, so
that they do not bored or remain uninterested while learning anything new. The K-12
education system covers education right from kindergarten until 12th grade. This particular
education system is an educational concept, which is broadly gaining its popularity in various
countries, such as the United States of America, India and Canada as well as other distinctive
countries (Mac Callum & Jeffrey, 2014). It is completely different from the conventional
method of teaching after involvement of a better student teacher communication than
conventional version.
Şad and Göktaş (2014) stated that the rising popularity and introduction of this K-12
education system eventually provides witness to their reformed education system within
Canada. The distinctive mode of teaching and the resources as well as contents have
eventually changed to better extent for facilitation of better student involvement. The schools
even invest good amount of expenses for creating the most effective infrastructure for the
students. They get best of the facilities or even available resources that are being offered for
optimum learning. The platform of K-12 education system can easily promote more schools
and universities in Canada (Vázquez-Cano, 2014). The relationship between teacher and
student can maintain harmony and can become much more self reliable in the new
educational revolution.
Mobile learning provides the core opportunity of enhancing all types of advantages or
benefits to these K-12 students for ensuring that their education is of upgraded and updated
version. This particular technology of mobile learning is even referred to as an integral part of
training delivery and thus comprises of a specific role to meet each and every need of training
for informal and formal learning (Huang, Liao, Huang & Chen, 2014). It also facilities
collaborative or social learning and the respective technology support is required for creation
of effective mobile learning as well as different authoring tools to demonstrate different

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tracks of options. Most of the students eventually utilize their smart phones excessively in
their daily lives. The schools or universities have opt for BYOD or Bring Your Own Device
policy for providing the learners of K-12 grade classroom with the major control and
management to learn on the devices of their own choice like mobiles, laptops and tablets
(Hwang & Wu, 2014).
The students, mainly in the kindergarten class prefer formats, which can engage them
in a better manner, such as animated videos, videos, podcasts and interactive videos, being an
integral part of the mobile learning. On the other hand, the students in higher classes, such as
in class 12, have the tendency or prefer remaining involved with steady flow of work for
avoiding the significant requirement of logging into the LMS for the entire time. As per
Tabuenca, Kalz, Drachsler and Specht (2015), there are three distinct and important reasons,
which prove that students are getting better advantages with the successful involvement of
mobile learning in their education system. These three reasons of mobile learning adoption
are described in the following paragraphs.
2.2.1 Flexibility to Learners
The first and foremost as well as the most important and significant reason that proves
that mobile learning is extremely effective and efficient for students of K-12 grades is
flexibility to learners (Heflin, Shewmaker & Nguyen, 2017). This particular technology
eventually offers excessive flexibility to the learners in selecting the device that are required
to be learned on, as soon as they wish to learn and most importantly at the speed that they
could both assimilate and consume. Due to such flexibility in learning, the learners could
easily explore every related information, idea as well as new practice in formal education
(Boticki, Baksa, Seow & Looi, 2015). As soon as this information is being considered,
significant opportunities are being undertaken for learning support and enhancing chances of
implementing new techniques efficiently.

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According to Duman, Orhon and Gedik (2015), the students in K-12 grade classroom
would be gain better accessibility of information and data and hence gain subsequent access
to the learning content, irrespective of time and location for allowing the students in learning
flexibly. It ensures that they are gaining support from the educational sector regarding the
time, in which they are flexible. Moreover, mobile learning even suits to several learning
styles and thus maintaining lesser chances or tendencies of distractions. It even outpaces
technology after considering the lack of standardization present within it (Pimmer, Mateescu
& Gröhbiel, 2016). The students in higher grades like 11 and 12, get chances of better
collaboration and higher engagement with other classmates or students.
Furthermore, they can expand their choices on different situations, in which students
could easily and promptly learn. They could even support various styles of learning, such as
electronic learning. Adoption of flexibility refers to significant anticipation and response to
ever changing expectations and requirements of the society and learners (Huang, Yang,
Chiang & Su, 2016). It does not change every aspect for learning and teaching, however few
practices are present that could be referred to as flexible approaches for students. Flexible
learning is a recent concept with several varying interpretations and it leaves scope for
several useful ad interesting ideas.
Traxler and Crompton (2015) stated that, mobile learning makes it quite easier for the
students of K-12 to contribute better and make sure that the information is up to date. It could
be viewed as an extra opportunity for reflecting on the teaching as well as learning
environments and eve developing new and innovative methods for engaging with the
students. It is not an objective and the major goal is to improvise the respective learning
outcomes and learning experiences. It is a specific methodology by which the educational
goals could be easily and promptly achieved and hence the decision for implementing
different strategies of flexible learning must be informed by the educational contexts and

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even goals, in respect to specified educational context (Crompton, Burke & Gregory, 2017).
It is extremely important and significant to include flexible learning for higher classes or
grades such in class 10, 11 and 12 as they have immense pressure of education and should
save their time for better involvement with education. The opportunities of flexible learning
are quite high and should be included for the students to ensure better effectiveness and
efficiency.
2.2.2 Multiple Device Support
The second important and noteworthy reason, which eventually proves that the
technology of mobile technology would be highly effective as well as efficient for the
students of K-12 grade classrooms would be its multiple device support (Brown & Mbati,
2015). This particular technology designs eventually support each and every device learner
utilization and requirement. Mobile learning provides a major advantage to the students since
they can run same courses seamlessly across different desktops, laptops, smart phones and
tablets. This particular technology creates single solution with the help of responsive design,
in which the respective content and layout could easily adjust itself for delivering the major
experiences in the most consistent manner within each and every type of device. They even
creates solutions for delivering constant learning experience, in which the schools create
courses for tablets and desktops for students in K-12 grade classrooms. According to Rahimi
and Miri (2014), a proper follow on performance support is being done for the mobile devices
and hence these students do not require high knowledge of technology for using this type of
learning technique for their education.
The technology of mobile learning helps in creating multiple device electronic
learning with the help of basic Java Script, CSS and HTML, which could allow the
developers in developing device and platform independent multimedia content as well as
sophisticated interactivity like native applications as well as web based courses, which

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subsequently meet each and every compliance standard or quality as assured by the multiple
device electronic learning (McQuiggan, McQuiggan, Sabourin & Kosturko, 2015). Every
authoring tool is constantly evolving with several new versions that have an inbuilt
capabilities for responsive and multiple device outputs and the older tools that initiate in
bringing new capabilities. A significant framework for responsive electronic learning
development or FRED is being developed for the students to ensure that high effectiveness is
present in the business.
Performance support and even collaborative electronic learning environment is
required to reduce the existing complexities to a high level and also for ensuring a basic shift
in the learning patterns and learner profiles (Arpaci, 2015). A shift in the device use pattern
and legacy courses to the mobile platform for creating a better learning experience and
providing better flexibility for the learners in accessing all the courses over the devices of
students’ choices. With the help of mobile learning, better completion rates are possible and
the content present in the mobile platform is absolutely concise and chunk sized (Lu, Chang,
Kinshuk, Huang & Chen, 2014). This type of flexibility is being offered by the bite sized
mobile learning is quite high, since it could easily enable the students in completing courses
and then initiating the next courses.
It subsequently leads to a more successful and seamless user experience of mobile
learning. Since it provides multiple device support, it becomes quite easier to ensure that the
accessibility can be extremely high, in terms of information and data. When the students of
K-12 grades would get the core ability of finding as well as retrieving correct information
quite easily with the help of their personal mobile devices and hence facilitating the overall
learning experiences (Traxler & Crompton, 2015). The phone based reminders organizers and
reminders are being integrated with different platforms of mobile learning. The students
eventually get every ongoing update and notification on the courses that they are checking

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anytime and anywhere. They could even resume their courses easily and promptly without
even unlearning the previous contents. A proper learning path is being established in this type
of mobile learning platform, thus making it more continuous and personalized by eradicating
issue of dependency on single device.
2.2.3 Interesting Design Formats
Another distinctive and important reason that ensures that mobile learning is
extremely effective and efficient for the students of K-12 grade classrooms would be
interesting design formats (Duman, Orhon & Gedik, 2015). This particular technology
subsequently features different design formats, which are quite popular with the learners and
even creates better retention as well as recalling of students. The most interesting design
formats involve those formats that are being used maximum on the smart phones like
animated videos, simple videos or even interactive videos. As kindergarten students in K-12
grades do not know the importance of education, it is extremely vital to make them
understand about such designs and even ensuring that responsive designs are required for
getting adapted to the system of education, so that these students do not feel bored under any
circumstance and is able to communicate or interact with his or her teacher and hence a better
relationship will be maintained between the student and his or her teacher (Pimmer, Mateescu
& Gröhbiel, 2016).
The students even would have the core ability of optimizing the experiences of digital
learning for smaller students. Hence, it would be quite effective for the school to include
responsive electronic learning designs. The tablets and smart phones comprise of lesser
screen space than the desktop devices and thus they provide interesting design formats, which
are positively welcomed by the students (Heflin, Shewmaker & Nguyen, 2017). According to
a survey, it is being observed that more than 96% of the total learners in all over the world ca
easily turn their phone for searching subsequent moments of requirements, only after

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checking the phones up to ten times in 1 hour. It proves that they are attached to their phones
majorly and are using it continuously.
These students of K-12 grades even opt for learning at the point of need with an
utmost growing number of learners only after looking up at the content, whenever required.
Being extremely mobile savvy, they want content on demand and thus mobile learning is
effective in this purpose (Hwang & Wu, 2014). They even ensure that better efficiency is
being gained after making the devices available to the learners anywhere over any specific
device. The responsive tools such as Elucidat enable the learners in pushing out everything
within mobile phones and then take a quick glance on micro learning and simpler interactions
like polls. The modules of systems training with detailed screen grabs and even for the
system, which is not compatible with mobiles.
2.3 Summary
I have reviewed the above provided literature for showing that mobile learning is
extremely effective and it plays one of the most significant and vital roles in bringing more
efficiency in education system, especially for the students in grade K-12 (Vázquez-Cano,
2014). Three supportive reasons are being identified for this purpose, which are flexibility to
the learners, multiple device support and finally interesting design formats for the students.
With the first reason, it is proved that the students do not need to change their place and
platform for completing the courses and they could easily and promptly access the resources
and information anywhere and anytime. Hence, involving high flexibility in the work and
resources. The second reason identified is multiple device support, which proves that students
do not need any up graded version of devices for using mobile learning, hence reduction in
costs and time (Lu et al., 2014). The final reason of interesting design formats proves that the
students gain high interests while completing their assignments and the kindergarten students

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in grade K do not feel bored while studying. In the third chapter, I will be implementing
mobile learning technology in Canadian education system.

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Chapter 3: Application
During the start of the paper, I have presented an argument that mobile learning is
highly beneficial for different students from grade K-12 and hence they could easily bring out
high effectiveness and efficiency in the schools (Arpaci, 2015). It would easily reduce the
complexities of time management to a high level and also ensure a better execution and high
level of advantages for the students. I have provided three distinctive and vital reasons of
flexibility to the learners, multiple device support and finally interesting design formats that
would be beneficial for the students of K-12 grades. Mobile learning has completely altered
the format of training delivery and it is being increasingly utilized for offering formal and
informal learning (Rahimi & Miri, 2014). The respective students could easily integrate
mobile applications for learning in the entire strategy.
In this particular chapter, I will be properly integrating the mobile learning technology
into the Indian education system within different schools for understanding if the students in
grades K-12 would be getting maximum advantages and efficiency or not. Moreover, I will
be providing more detailed information regarding the current education system in India and
how mobile learning would be helping the students in these grades in gaining high efficiency
and benefits for their education (Tabuenca et al., 2015). At first, I will be providing a detailed
analysis of the current education system in India and whether the students are getting utmost
advancements in education or not. Secondly, I will be investigating with evidence how to
properly include benefits of mobile learning in the education system of grades K-12 classes.
3.1 The Indian Education System
The education system in India is being provided by public schools that are controlled
as well as funded by 3 distinct levels of central, state and local and even by private schools.
As per several articles of the Indian Constitution, compulsory and free education is being

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provided as the fundamental right to children within ages 6 and 14. An approximate rate of
different public schools to the private schools within India is 7:5 (Rahimi & Miri, 2014). This
particular country has eventually made high progress in incrementing the rate of attainment
of primary education. They have even focused on secondary education in several public
institutions. The entire management of the education system in several public institutions.
The enrolment in higher education has incremented to a high level in the last decade and
hence reaching a Gross Enrolment Ratio of 26% in 2017. The secondary schools substantially
go up to grades 11 and 12, after depending on the respective province (Hwang & Wu, 2014).
They are even trying to reach out to the highest remote locations in India, so that every child
gets the major opportunity of studying under every circumstance. The structure of
kindergarten in India majorly varies as per to their system. Lower kindergarten or Junior KG
is a natural progression from nursery. However, no education is needed for entering nursery
and the minimum age criteria for education in this country is 3 years (Mac Callum & Jeffrey,
2014). The secondary schools, on the other hand, go up to the grades of 11 and 12.
3.1.1 Condition of Indian Classrooms
In spite of having several distinctive features and advantages, one of the major issue
that is being faced by government school students in India is the condition of their
classrooms. These government schools do not comprise of basic amenities of drinking water
and toilets, which are needed for every student during their schooling. As a result, maximum
students, who have the capability of affording private schooling, eventually are turning to
private schools and the government schools are suffering majorly (Lu et al., 2014). On
successful deployment of RTE or Right to Education, they have surveyed more than 780
schools in 13 different states of India. After the analysis, it was found out that 63% of them
no classrooms and over a 3rd of the schools had unserviceable toilets or even were in
extremely poor condition. Moreover, due to degraded condition of Indian schools, several

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students under below poverty level, are unable to complete their education eventually. Most
of the government schools are not being renovated for longer time and thus these conditions
have deteriorated to a high level.
3.1.2 Need for Technology based Classrooms in India
The educational institutions are not officially ranked within India, however the
students would find quality institutions across the entire country. While selecting school in
India, the students have to consider the location, size and type of their institution. When the
students are interested in any specific area of study, it is needed to investigate the number of
schools have more to offer in that discipline. Education in India is being sub divided into
primary education, secondary education and post-secondary education (Lu et al., 2014). In
the provinces under ministry of education, there exists district school boards, which
administer each and every educational program. It is extremely vital for them to include
technology, so that they are able to gain maximum advantages from the technological
advances, under every circumstance. It is required for creation of a new as well as innovative
practical syllabus, improvement of overall security of students, better data management of the
students and even analyses or performance reporting and teachers training programs. Such
technological advances are highly needed for inspiring the kids to make them more
innovative and creative (Rahimi & Miri, 2014). Furthermore, since India is still is suffering
from technological issues in schools, it would be highly needed for them to involve
technology in the education system for making teaching and learning much more effective.
3.1.3 Awareness of Technology based Classrooms and Benefits
Technology based classrooms in India are required to ensure that the students are
gaining maximum advantages without much complexity. It is vital to acknowledge that the
students are highly interested and then engaged to use technology. It creates several distinct
opportunities for the teachers and schools for providing benefits from integration of few

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forms of technology in the classroom and also for making learning and teaching more
effective in India. The major benefits of using technology in Indian education system are as
follows:
i) Improves Engagement: Technology would be improving engagement of students
and teachers to a high level and hence it would be extremely easier for them to maintain
engagement with the students (Chiang, Yang & Hwang, 2014). Moreover, different
opportunities are gained by them to ensure that learning is becoming more fun and enjoyable.
ii) Improves Retention of Knowledge: Students would be able to retain their
knowledge to a high level and there would be an active participation of students in the
learning process and hence technology could help the students in encouraging increased
knowledge retention.
iii) Encourages Individual Learning: Another benefit of such distinctive technology
usage in India would be high encouragement of individual learning. Students could easily
learn at their own speed and review the most difficult concepts easily without much issue.
iv) Better Collaboration: The next vital benefit would be better collaboration. The
students could eventually practice several collaboration skills after getting involved in
various online activities (Lu et al., 2014). Working on different projects after collaboration
with others is possible by simply sharing of documents on the virtual learning environments.
3.1.4 Enhancement of Traditional Education System in India
India has always focused on being traditional and cultural, in respect to other
countries. Education has always been on top for the country and traditionally, they used to
follow Gurukul system for their students. In contemporary society, this traditional education
is required for passing on the values, manners and skills to the next generation for their
distinct survival. The royal families in India used to send their children in gurukuls, so that

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they get better education. The gurukul concept was similar to the concept of hostels in present
day and due to the richness in culture, the Indian students got the opportunity of becoming
parts of this type of effective education system.
3.2 Execution of Mobile Learning Technology for K-12 Students in Indian Classrooms
Mobile learning technology comprises of some of the most important and significant
benefits to the Indian education system for K-12 grade students. For addressing the various
complexities and issues faced due to time management for accessing resources and
educational requirements, it is vital for them to involve mobile learning in the education
system (Brown & Mbati, 2015). There had a major revolution of global technology, in which
there is a shift from desktop or laptop to the utilization of mobiles in education. The
utilization of mobile learning has been incrementing in the last 5 years with a high increase
within every developing country that comprises of fast rate of growth within successful
acquisition of mobile learning technology. Several international initiatives are also present for
mobile learning and the students of K-12 grades have to share major expertise and then work
collaboratively on the projects of mobile learning (Chu, 2014).
Mobile learning is the digitalized support of all types of activities for adaptive,
productive, collaborative, communicative and investigative within the most remote locations
that offer different contexts for teachers to operate. The learners engage across several
locations and even the contexts, at the time of their selection (Su & Cheng, 2015). This type
of learner cantered learning could be eventually afforded by every portable device that
provides flexibility on the on demand accessibility to learning materials as well as resources
from any specific location. The mobile devices are being utilized for education and training
in different Indian classrooms for ensuring better effectiveness and efficiency for the students
in grade K-12.

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3.2.1 Directional Changes in Government and Schools
The directional changes in government and schools are extremely vital for changing
public education in India. The reforms are being undertaken for different forms since they
have changed their existing system from one being focused on inputs to the other that iis
focused on outputs. The high stakes are being created from curriculum standards after being
tied to standardized tests (Lu et al., 2014). Directional changes encourages public education
as the primary source of K-12 education for the youth of India. Competition majorly creates
inequality that has continued to drive the entire market logic of equality at the end points after
bringing high efficiency.
3.2.2 Need for Teacher Practice and Parent’s Awareness
Teacher’s practice and parent’s awareness are highly required for each and every
student in the Indian education system. It is a family focused program, which provides
support as well as education to the children and parents for encouraging healthy and positive
development of children in India (Jacob & Issac, 2014). It would be extremely vital for the
Indian students to ensure that they are developing hands on parenting supporting program.
The teachers would have to practice in their domain, so that they are able to provide
maximum knowledge to the students, under every circumstance.
3.2.3 Funding by Government
The Indian government has started a pledge called RTE or Right to Education, in
which they are providing a right to free and compulsory education till completion of their
elementary education. It would even specify to pupil teacher ratios, infrastructures and
buildings, working days in schools, working hours of teachers and also appointment of the
trained teachers (Zydney & Warner, 2016). They are providing funds to the schools, so that
they are able to make the program an effective one.

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3.3 Implementation Challenges of Mobile Learning
In spite of the fact that mobile learning is one of the most important and significant
requirements to eradicate the issues and complexities related to time management. In Indian
education system, it is expected to bring better standardization and even increase in the
interactions between a teacher and a student (Baran, 2014). Due to high accessibility of
content, the students do not face any type of complexity under any circumstance and obtain a
major flexibility. It even supports the self-paced learning and people can learn at their own
unique pace. After being compared this factor with a traditional classroom, it is eventually
proved that mobile learning enables the students in K-12 grades in learning in non-restricted
places or learning without any type of interference from their teachers. They can suit to
multiple learning styles and hence the students get better learner engagement (Ally & Prieto-
Blázquez, 2014). Moreover, the students from kindergarten to grade 12 get high motivation in
education, since gaming methods would be utilized for making learning more fun as well as
engagement. The major implementation challenges that are being faced during deployment of
technology include creation of a vision, scheduling for success, systems and procedures,
unlocking student motivation, technological issues and requirement of constant monitoring of
data and overall progress.
In spite of having such distinctive advantages, mobile learning can have few of the
most distinctive disadvantages, which could easily reduce the chances of adaptability for all
students in grades K-12. These problems and issues of mobile learning are provided in the
following paragraphs:
3.3.1 Security and Privacy Issues
This is the first as well as the most important and significant issue of mobile learning
that is to be considered for the students in grades K-12 (Ciampa, 2014). There is always a
high chance that students might lose their data while involving mobile learning in their

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BENEFITS OF MOBILE LEARNING IN CLASSROOM
education system. It reduce either lead to temporary loss of data or even permanent loss of
data, which could not be recovered under any circumstance. Moreover, the data of the
students could be used with negative or wrong intentions (Al-Emran, Elsherif & Shaalan,
2016). Ransomware attacks, cyber warfare and manipulation of information are the most
common forms of security issues in mobile learning.
3.3.2 Ethical Issues
The second important and noteworthy issue or complexity that is quite common for
mobile learning in grade K-12 is ethical issues. Although this particular technology is
eventually creating a real time communication and interaction spectrum, the students can get
easily distracted with the various features that are common for the technology (Keengwe &
Bhargava, 2014). This is highly unethical for any student as they are not getting proper
education and are deprived from education eventually. It is even considered as a detrimental
effect for the entire country’s educational growth and development. Mobile phones are
constant and provide real time communication and interactions with the teachers and hence it
is responsible for providing maximum advantages to them. However, these students might
loss all contacts with the rest of the world and would not be able to make friends (Briz-Ponce
et al., 2017). They will be completing their courses online and hence they would not get any
chance to interact with other classmates, apart from the teachers and it would affect their
growth of mental health to a high level. It is yet another vital reason for being unethical.
3.3.3 Funding Problem
The next distinctive and noteworthy issue or problem that is quite common for mobile
learning adaptation for the students in grades K-12 in India would be funding problem
(Prieto, Migueláñez & García-Peñalvo, 2014). Since, India is a developing country, it is
evident that several schools are not getting adequate funding from the government and hence
in the remote areas, children are not getting proper education.

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BENEFITS OF MOBILE LEARNING IN CLASSROOM
3.4 Recommendations for Overcoming the Identified Obstacles
The above mentioned three obstacles or issues are extremely vulnerable and
significant for the students in grades K-12 in India as these could easily lower their chances
of gaining major productivity and better education to a high level (Mac Callum & Jeffrey,
2014). However, these three obstacles of smaller screens, prone to major distractions and
outpacing and dependency on technology could be resolved with implementation of suitable
recommendations and these recommendations are provided in the following paragraphs:
3.4.1 Recommendation for Security Issues
The issue related to security issues could be easily resolved by students using their
tablets and laptops for mobile learning sessions, instead of mobile phones (Vázquez-Cano,
2014). They should implement firewall systems and antivirus software in every device for
ensuring that the data is absolutely safe and hence flexibility is maintained effectively. As
discussed in the literature review chapter, one of the major reasons of mobile learning
implementation is flexibility to the learners. Flexibility will be majorly maintained even with
tablets and laptops. Thus, it would create a major issue for the students of K-12 grade and
hence they would be highly benefitted with such approach (Jacob & Issac, 2014). With the
presence of such security mechanisms, it would be much easier for them to bring out safe
learning.
3.4.2 Recommendation for Ethical Issues
The second challenge of ethical issues could be easily resolved by segregating the
learning sessions in a time bound constraint and involving interesting design formats. Since,
students would be able to communicate effectively, there is a high risk that they would use
this technological advancement for wrong purpose. However, such ethical issues could be
resolved with constant monitoring from both parents and teachers. Moreover, the students

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BENEFITS OF MOBILE LEARNING IN CLASSROOM
should not be burdened under any circumstance and hence issues would be resolved (Huang
et al., 2014).
3.4.3 Recommendation for Funding Problem
The third issue of finding problem in Indian K-12 students could be easily resolved by
implementing several programs related to free education in India (Boticki et al., 2015).
School finances in every remote corner of India should be monitored by the government and
should be provided by them so that all students get opportunity of studying, without having
financial issue.
3.5 Summary
The benefits of mobile learning are quite high and are responsible for providing
maximum growth and productivity to the educational sector. It could provide high support to
the special children as they do not have to attend classes regularly and hence ensuring higher
effectiveness in the entire education system of India (Tabuenca et al., 2015). However, there
are few obstacles for this approach, which are needed to be resolved like security issues,
ethical issues and funding problem. Suitable recommendations are present for this purpose
that ensure that these obstacles could be resolved for better productivity.

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Chapter 4: Conclusion
In this chapter, I would be summarizing every three preceding chapter and even
would provide an explanation about the connection of all of these 3 preceding chapters.
Moreover, I will be discussing about the larger implications after restating my argument on
benefits of mobile learning in grades K-12 students. Finally, I would be referring to the
remaining implications of my work that were not being addressed in the previous 3 chapters.
4.1 Restating My Argument
In this thesis paper, I have argued about the fact that mobile learning provides several
advantages to the students of K-12 grades in every possible means and even fulfils each and
every aspect. Social interactions are increased and students get idea regarding the amount of
flexibility and scalability obtained through his technology. Moreover, these students can
easily complete their education, irrespective of time and location. Due to the lack of platform
required in this technology, the overall expenses to use this particular technique is much more
cost effective, in comparison to other technologies. It even offers better learner engagement
as well as high rate of completion.
Mobile learning even is termed as the innate capability for offering effective learning
for their students in K-12 grade. It is the most vital part of learning strategies in several
companies. Since, micro learning has become the most preferred choice for both informal and
formal learning, there had been a tendency of adopting mobile learning to check better
acceleration. I have argued that implementation of mobile learning technology in Canadian
education system would bring out some of the most important and significant advantages and
would even integrate a completely new approach for the students in different grades.

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BENEFITS OF MOBILE LEARNING IN CLASSROOM
4.2 Discussion on Larger Implications
The larger implications of mobile learning prove that they are offering innovative and
multiple dimensions of the entire process for teaching as well as learning. This procedure
could be covered for open, formal, informal and even distance education systems. The mobile
phones with maximum features of technology version are frequently being utilized by the
students or learners. Such devices are becoming ubiquitous completely after incorporating it
in the learning and teaching environment. The implications of mobile learning for K-12
grade students are as follows:
i) Personalized Learnings: Mobile learning makes learning completely personalized
and hence it has become extremely popular for all types of school students in different grade
systems like kindergarten until 12. However, certain instructions on m-learning could be
misleading and hence should be corrected properly.
ii) Learner Centric: The students have the alternative to select learning content on the
basis of their own interests, hence it provides a learner centric approach and supports to the
entire process of learning.
iii) Self Paced: There is a constant availability of contents as well as on demand
support with the others due to its pace or speed. The students get certain opportunities in
learning on self pace for better learning.
iv) Flexibility in Learning: Mobile learning provides flexibility to the students of
grades K-12 by bridging the major gap within electronic learning and ICT.
v) Interactive Learning Environment: M-learning could be successfully combined
with all other learning types for providing an interactive learning environment with the
teachers, thus increasing productivity.

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BENEFITS OF MOBILE LEARNING IN CLASSROOM
4.3 Summary
Being an international student in Canada, I have always been benefitted from mobile
learning in my educational courses in M.Ed. or Master of Education learning procedure. K-12
education system involves excellent interactions amongst teacher and student after
encouragement of question answer sessions and assignments, which will promote learning
habits within students. Attention is an important factor in the entire education system. Such
distinctive methodology for teaching is extremely advantageous and hence the students can
easily develop capabilities of learning as well as understanding.
The teacher is responsible for becoming the most important requirement for success.
The main factor, which sets the system apart from their conventional counterparts is that
apart from the traditional classroom activities like preparation or submission of assignments,
students of K-12 education system are highly encouraged for adding values to the
assignments within form of personal ideas and views. These students are even motivated in
taking part in several discussion forums and clubs for exchanging these ideas and views.
I have understood that there are three significant reasons that prove that mobile
learning would be extremely beneficial for the students in K-12 grades. These three reasons
include flexibility to learners, support in multiple devices and interesting design formats. I
have provided evidence on how Indian education system would be majorly benefitted with
mobile learning approach to eradicate the issues or obstacles faced in their current education
system. Moreover, I have even provided suitable recommendations for the 3 identified
obstacles of security issues, ethical issues and funding problem. With the help of these 3
recommendations, it would be easier to implement m-learning in Indian K-12 grades
successfully.

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