The Role of Mobile Technology in Teaching and Learning: An Analysis

This report explores the pervasive integration of mobile technology in teaching and learning across various educational levels, from K-12 to higher education. It examines the ongoing debate between opponents who view mobile technology as a distraction and proponents who see it as a transformative tool. The report delves into the arguments of both sides, highlighting concerns about maturity, training, and potential distractions, while also emphasizing the benefits such as increased instructional time, cost-effectiveness, improved accessibility, and enhanced student engagement. The author also discusses the use of mobile technology for support services, the widespread adoption of mobile devices, and the potential to reduce educational inequality. The report concludes by advocating for the incorporation of mobile technology into the educational system, emphasizing its potential to enhance both teaching and learning, and suggesting that stakeholders need to embrace the evolution of technology in education. This report is contributed by a student and available on Desklib, a platform providing AI-based study tools for students.

Running head: MOBILE TECHNOLOGY IN TEACHING AND LEARNING
MOBILE TECHNOLOGY IN TEACHING AND LEARNING.
FRANCIS PONGOFIELDING
GRADUATE UNIVERSITY
SUMMER 2016

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 1
Contents
Introduction......................................................................................................................................2
Opponents........................................................................................................................................2
Benefits....................................................................................................................................3
Conclusion...................................................................................................................................7
Reference.....................................................................................................................................9

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 2

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 3
Introduction
Mobile technology in teaching and learning has become part of the norm
across the globe. From K12 through the tertiary institutions, we witness some
aspect of the use of mobile technology in the teaching and learning process (Park
et al., 2011).
Smartphones and tablets just like pen and paper have become part of the
tools of the classroom. From facebook, Youtube, google among other social apps,
both students and faculty continue to engage in the teaching and learning process.
Unfortunately, the debate on the role and benefits of this system continues
at all levels, and stakeholders including policy makers, politicians, parents,
educators, and students are divided. Opponents stand by the idea that mobile
technology has no play in education and has become a distraction and waste.
Proponents on the other side swear that mobile technology is the best thing that
has happened to education in a long time. It has granted accessibility to those that
were left in the dark and aided in cost efficiency and time management.
Opponents
Some are of the view that mobile technology should not be use until at the
tertiary level when the students can benefit more due to their maturity. At basic
and secondary levels students that have the sense of maturity or responsibility to
focus on utilizing the technology to engage in learning. Just like we see on our
roads with the majority of teenagers' texting and driving resulting in accidents.
Another fear is that with the rise in sexting and cyberbullying by the same age

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 4
groups, allowing them to use mobile technology in the learning environment
would be an extension for them to engage in such vices (Naismith et al., 2004).
Lack of training for even in advanced nations such as the States, faculty
and students are not given the proper training to adequately prepare them to
integrate mobile technology into the teaching and to learn the process (Hew et al.,
2007). The push to accept change by most of our faculty in using technology to
teach accounts for this epidemics. The fear of trying new tricks of the trade by our
majority baby boomers that are in teaching positions has become the biggest
roadblock. The politicians' lack of commitment to providing the proper training
for faculty is an additional challenge.
Extra time is needed to develop and manage the integration of mobile
technology in education. Teachers have to invest more time in learning the
technology and also producing the needed materials. In addition, teachers need to
train and develop their students' skills. The teachers also assume the position of a
desk helps IT consultant 24/7. Students will contact them anytime for assistance
and require them being available outside of classroom hours (Liu, M., Navarrete,
C. C., & Wivagg, J. 2014).
Benefits
It helps to increase the instructional time. Learning continues outside the
classroom. The allocated classroom time is inadequate to benefit both faculty and
students, and therefore the use of mobile technology is a plus for both groups to
engage in learning. Education is an ongoing process and must be continued

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 5
without limitation to time, and distance. Methods such as Flipping the Classroom
are known to be a very good method that benefits both students and faculty
(Berrett et al., 2012). This method depends on mobile technology to be effective.
Mobile technology has nearly infinite possibilities for education, networking and
personal productivity (Lunsford, 2010, p. 66). Also, mobile technology gives the
students more opportunity to practice homework than the traditional method (Liu,
M., Navarrete, C. C., & Wivagg, J. 2014).
In the long term, mobile technology in education is cost effective. Aside
from the initial cost of acquiring such devices, the cost and benefits make it
relatively cheaper than the traditional methods (Kim et al., 2006). Once the
faculty is trained, and students get trained on what the expectations are, it
becomes cost efficient to engage in the learning and teaching process.
The challenge of accessibility is mostly solved through the usage of
mobile technology (Elias et al., 2011). The majority of students would benefit
from engaging in education 24/7. As students move from high school to college,
the easy and benefit of mobile technology would greatly increase. Government
and parents would spend less on facilities such as new classroom, and textbooks
and other stationaries. Mobile technologies are more durable and would stand
wears and tears. According to Garrison (2011, p. 1) the ability to create and
sustain communities of learners. The communication and data capabilities of the
devices move the classroom outside of the norms of space and time (M. EL-
Hussein & Crone, 2010; Yeonjeong, 2011). This extends accessibility to students
in other deprived areas.

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 6
Mobile devices give both faculty and students the social presence.
Students are no longer kept in the dark due to being shy or in overcrowded
classrooms. According to Palloff & Pratt (2007, P.28), this is the person we
become when online and how we express that person in virtual space.
Educators through innovation gain an advantage by the use of mobile
technology. Faculty can experiment and enhance their delivery methods. They can
use social media such as Facebook, YouTube and twitter to reach their students.
Both faculty and students can collaborate with others outside their classroom to
enhance their learning capability. According to Keegan et al. (2002), Mobile
learning is the harbinger of future learning. It has the ability to change learning
and teaching. Both students and faculty can benefit greatly through the use of
technology in engaging in education.
Support Services: Mobile technology in education is not only limited to
academic work. Some institutions have tapped into mobile technology as a tool
for delivery of support services such as counseling. According to Mullen et al.,
(2005:805) it is essential that counseling services utilize this medium to reach
broader and more diverse student groups and to ensures service delivery. Mobile
technology in education will continue to grow as a result of collaboration with
other sectors such as health, corporate, and finance. It allows those who are shy to
access health care services that they may feel uncomfortable discussion via face to
face (Schreiber et al., 2011)

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 7
Common tool: The use of mobile technology has become our lifestyle
around the globe. From developed to developing nations like the United States
and South Africa, the proliferation is a common place. According to The
Afrobarometer (Afrobarometer, 2008) suggests that 73% of South Africans use a
mobile phone ‘every day'. The students are major contributors. It only makes
sense to use these tools for educational purposes since it is readily available and
accessible. It has overtaken radio and television penetration. In addition, "increase
in mobile technology use by college-age students over the past five years: from
1.2 percent in 2005 to 62.7 percent in 2010 "(Smith and Caruso 2010).This fact
and opportunity cannot be ignored.
Promptness: According to Schreiber & Aartun (2011)” The immediacy
and prompt accessibility might make the online support service more attractive."
Students love to have prompt answers to their questions and faculty believes in
quick response to their questions. Mobile technology has made this possible for
all stakeholders.
Inequality: According to Kim (2007) "addressing education inequality
issues in Latin America and possible opportunities with mobile learning
technology to counter the effects of the education inequality." It is the picture in
most developing nations and continents. The lack of classrooms, teachers, and
textbooks has deprived the majority of children and qualified students of
accessing all levels of education. Mobile technology is accessible in most part of
the underserved parts of the world so utilizing it to provide education will be a

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 8
plus point for students. The inequality in education can be reduced by tapping into
mobile technology.”
Motivation in learning: Student-faculty engagement is on a high with the
use of mobile technology. Students can freely engage with their teachers without
being shy of the fear peer pressure. "Motivation was found associated with a
lower dropout rate, higher-quality learning, better learning strategies, and more
enjoyment of school" (Carlton & Winsler, 1998; Czubaj, 2004; Deci & Ryan,
1985; Kauffman, 2004; Moneta, 2004 )
Conclusion
Students, faculty, parents, communities and the government has to
acknowledge that mobile technology is here to stay and must be incorporated to
our educational system just like religion and politics. Students and faculty
would use mobile technology even outside the classroom for personal and social
benefits. Why not for education? Education will lose if we ignore the presence
and importance of mobile. This article is very important to all stakeholders
including faculty, students, government, parents, and communities. Experts such
as Soloway predict that "within 5 years, every student, in every grade, in every
school will be using a mobile learning device"(GoKnow, 20 10). Mobile
technology in education is here to stay and will grow in the future. Proponents
need to find a way of accepting this and working with it. Spending their

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 9
resources in fighting the use of mobile technology in education is not
productive. The call for mobile technology in education helps to create the best
innovation for teachers to teach and students to learn in a most efficient and
effectively (Schmidt-Crawford, et al., 2012)
This presentation would be used for potential parents of Homecoming
Africa High School and Community College in Ghana. All new students shall be
issued a tablet to aid the flip in the classroom method of teaching and learning.
The initial cost would be high, but over the period of their program, it would
become cheaper relatively. The faculty would undergo an IT training before the
commencement of the academic year. Students would also be required to do
likewise at the start of school year and also IT classes will be a core part from all
courses. The best part of the mobile revolution according to Husbye & Elsener
(2013) "In an age of shrinking budgets for educational technology, the bring-
your-own-device (BYOD) approach has gathered traction as more and more of
our students bring laptops, smartphones, and tablet computers to class." Students
and faculty need not spend money on acquiring new devices which are cost
saving. So the idea that mobile technology will add cost is not relevant since
students can use their current mobile devices.

MOBILE TECHNOLOGY IN TEACHING AND LEARNING 10
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Mallen, M. J., Vogel, D. L., & Rochlen, A. B. (2005). The practical aspects of online counseling
ethics, training, technology, and competency. The Counseling Psychologist, 33(6), 776-
818.
(2016). Retrieved 7 November 2016, from http://www.
afrobarometer.org/index.phpoption=com_docman
Schreiber, B., & Aartun, K. (2011). Online Support Service via Mobile Technology—a Pilot
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(2016). Retrieved 7 November 2016, from http://www.goknow. corn/
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MOBILE TECHNOLOGY IN TEACHING AND LEARNING 11
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