Mobile technology in K-12 environments

Abstract

In 2010, the Obama administration set two educational priority goals: (1) to raise the proportion of college graduates from 39 % to 60 % and (2) to close the achievement gap so that all students who graduate from high school are ready to succeed in college and careers. To achieve these goals, the National Educational Technology Plan (U.S. Department of Education, Office of Educational Technology. Transforming American education: Learning powered by technology. Washington, DC: U.S. Department of Education, Office of Educational Technology, 2010) suggested that education must undergo "revolutionary transformation rather than evolutionary tinkering" and emphasizes the importance of leveraging technology "to provide engaging and powerful learning experiences, content, and resources and assessments that measure student achievement in more complete, authentic, and meaningful ways" (p. v). Mobile learning capitalizes on the allure and student mobile technology expertise, by promoting mobile technology as an integral part of the learning process. Mobile learning provides flexibility and a mechanism for students to experience education seamlessly in all learning environments. This chapter describes mobile learning through the lens of Kindergarten-Grade 12 education. Initially, it is suggested that a sociocultural theoretical approach for student and teacher engagement with technology will lead to stronger understanding of how actors in mobile learning interact with technology for learning purposes. When understanding how students engage with mobile technology, researchers must consider the roles and behaviors of teachers in the mobile learning environment. Finally, the how teachers are prepared to teach in a mobile learning environment is critical to understand the mobile learning process.