Mobile learning: Critical pedagogy to education for all

Abstract

The mobile phone industry in India is experiencing an astonishing growth since the introduction of mobiles in the country. Mobile phone subscriber base has increased from a meager 0.03 million in 1995-1996 to 893.31 million in 2013-2014. This transformation shows a rapid increase not only in the form of urban mobile subscriber base but also for rural mobile subscriber base. The emergence of revolutionary technologies has had a significant impact on educational technology. It has increased the potential of e-learning as a mode of delivery in education. By definition, mobile learning is learning by means of wireless technological devices that can be pocketed and utilized wherever the learner's device is able to receive unbroken transmission signals (Attewell and Savill-Smith 2005). Mobile devices allow students to gather, access, and process information outside the classroom. They can encourage learning in a real-world context, and help bridge school, after school, and home environments. Because of their relatively low cost and accessibility in low-income communities, handheld devices can help advance digital equity, reaching and inspiring populations "at the edges" - children from economically disadvantaged communities and those from developing countries. Moreover, it is an aid to formal and informal learning and thus holds enormous potential to transform the delivery of education and training. This chapter is structured into the five sections. Section 1 deals with the conceptualization of mobile learning. Section 2 discusses the technological attributes and pedagogy of mobile learning. Section 3 comprises with the historical data of population, literacy rates, and demand of mobile phones in India, whereas Sect. 4 presents the contribution of mobile learning to education for all and the last section (Sect. 5) contains future directions.