Mobile media learning: Multiplicities of place.

The purpose of this blog post is to outline Kurt Squire's thoughts and research on the use of mobile media applications within an educational context. Kurt Squire is an Assistant Professor in Educational Communications and Technology at the University of Wisconsin-Madison in the USA. This entry focuses particularly on his research paper “Mobile media learning: multiplicities of place”(2009)

This paper offers thoughtful insight into the possibilities and the challenges of mobile media learning and the re-framing of opportunities available as an educator in terms of 'anywhere anytime' learning(Schuler, 2009). Mobile media challenges the logic of multiplicity of place in traditional education. Squire identifies three reasons that mobile media devices challenge current practices. These are;

“1. the ubiquity of mobile media devices;

           2. how they allow users to personalise their learning; and

          3. how they remediate our experiences of place. (p. 71)

A new pedagogical approach is to match the reality of a constantly connected, “always on” information rich world in which students of today inhabit.

Squire introduces the significance of mobile media platforms by quoting Yahoo Technology, 2008 when 1 million Apple iPhones were sold in the first weekend of sales, making it the fastest selling consumer devices in history. With each generation there is a convergence of tools creating new all inclusive, powerful, ubiquitous and cheaper devices. Their existing applications include; voice and text communications, image and sound manipulation, productivity tools, apps(micro programs) cloud computing and gaming applications. Although there are still some concerns with mobile devices for use in schools eg; small screens, fragility and short battery life, there are benefits in terms of portability, social interactivity, connectivity, individuality and collaboration. Instead educators should “understand how to leverage these pervasive technologies for next generation learners (Wright, 2009., p3).”

Squire argues that for schools to address and incorporate these profound changes teachers need to recognise that students come to school with their own mobile media devices in their pockets. By not recognising this situation Squire describes it as:

“it is as if the teacher’s back is forever turned on an entire classroom’s worth of activity happening beneath the radar (p79).”

which only encourages students to conceal their “always on” networking and communication activities. Instead schools should be embracing the opportunities these devices afford as frequent and intergal tools that support the curriculum. 

Squire reflects on the current social practices of youth and refers to earlier works of Ito and colleagues in Okabe et al., 2005, who identify this as “cocooning” and “camping” where the former allows youth to temporarily transform their environment around them and create their own micro-space of activity in effect shutting the world around them out. “Camping” on the other hand means that you can use any physical place and bring your own media to it creating a space that is personalised to you, blurring the lines of work and play. By controlling our surroundings we are able to effectively use mobile media devices create new hybrid spaces that are both inclusive of our private and public activities. 

Squire,Shuler and Sandholtz(1997) all note the benefits of using mobile one-on-one devices to encourage learning in a real world context particularly where excursions or field trips are not possible due to regulations, policy or inaccessibility. They can also be useful for teachers to individualise engaging instruction for all students within the mandated curriculum. This could be very useful in adapting work to enable students to work at their own pace or develop a special interest beyond the curriculum guidelines.

Squire is particularly interested in the use of augmented reality(AR) games and cites several of his previous works conducted in conjunction with Klopfer(2008, 2007) investigating the potential of AR games for learning in schools. These games use mobile media devices to create virtual context layers over real life places which could be used for a historical or scientific simulation. Augmented reality games support active learning by encouraging students to ask deeper questions and engage in complex forms of academic reasoning and create a situation that is about engagement, interaction, pleasure and participation.

Mainstream gaming companies have already embraced the idea of games for learning such as the very successful Nintendo’s Brain Age and My Spanish Coach which uses simple drill and practice formulas, but designed as a game, is marketed as entertainment rather than self study or learning. Another example is the Pokemon game, designed to remediate the experience of beetle collecting into a personal experience, by not only carrying their beetle collection in their pockets, but an entire universe of creatures, rules, characters and capabilities. (p75)

Whilst the entertainment, news and other information/media industries have already adapted to this mobile media reality, but as educators, who have traditionally lived in a world where our leisure time and work time don’t co-exist find it is difficult to embrace the reality of the multiplicity of these tools and their use in a constantly connected mobile media world. By using mobile devices Squire suggests educational success for all students can be achieved particularly “for those who have mentally checked out long ago (p79)”.

Squire makes valid points on the use of mobile media to create a multiplicity of place within a learning environment, however it needs to be remembered that these devices are tools which alone are not sufficient for effective learning. By using them to remediate our sense of place this will help bridge the gap between school and home that the tech-savvy youth of today crave.

References

Shuler, C. (2009). Pockets of Potential: Using mobile technologies to promote children's learning. The Joan Ganz Cooney Centre, New York

Squire, K.  (2009). Mobile media learning: multiplicities of place. On the Horizon, 17(1), 70-80.  Retrieved September 11, 2010, from ProQuest Education Journals. (Document ID: 1636443441).

Click to view further research and a lecture conducted by Kurt Squire on 1/20/2009;  Breaking The Walls Of The Classroom Whether We Like It Or Not: Multiplicities Of Place With Mobile Media

News Article: Looking to laptops to lead Doomadgee children out of poverty. (Fiona's post)

With the learning landscape rapidly changing to embrace the emerging participatory culture, shouldn't every child have access to technological devices that enable them to be become active informed, equal citizens of the future?

http://www.theaustralian.com.au/news/nation/doomadgee-children-receive-free-laptops/story-e6frg6nf-1225917432417 

Even remote indigenous communities are getting access to mobile devices, to transform their learning.

This article draws attention to the changes in attendance and motivation of young children in a remote indigenous community in far north-west Queensland after small durable laptops where donated to the school. The global charity organisation One Laptop per Child (OLPC)has issued 120 purpose built laptops to Doomadgee State School, a particularly remote area in the Gulf of Carpentaria. The mission of the charity is to globally introduce mobile media laptops to enthuse some of the poorest, most disadvantaged children from around the world with a device that will not only provide an innovative means of learning, but the same media making, gaming and multimedia opportunities as their city counterparts. In order to ensure these low cost, small, portable devices are able to withstand the adverse environmental conditions in which they will be used, they have been adapted for rugged use in bright sun, use little power, have a rubber keyboard and have the potential for wireless internet access.

The philosophy behind providing such tools to enable the students to be able to use technology, despite their isolation and impoverished environment is honourable and will be useful in creating improved literacy, problem solving and critical thinking skills, which are fundamental skills for participation in the 21^st century. As the principal, Richard Barry notes, enthusiasm, motivation and an 8 per cent increase in attendance at school and for learning has occurred since the arrival of the laptops. This can only be seen as a positive in reducing the participation gap that exists for these remote indigenous communities.

Whilst these laptops provide advantages for learning that extend beyond the current facilities at the school, they will also create opportunities for learning basic computer skills. However due to the lack of broadband access currently available in remote outback Australia, these hand held computers could be seen by the students predominately as gaming and entertainment devices. It will take good pedagogical practices by educators in this school to develop the student's desire to move beyond the entertainment factor of these “first generation” devices. Once broadband is introduced and providing the student's are taught how to navigate the digital world to personalise their learning, the value of mobile devices in having ubiquitous access to information could transform their learning could be despite the remoteness of their location.

References

Elka, S.  (2010) Looking to laptops to lead Doomadgee children out of poverty. The Australian    September 11th  2010.

Transformations and attempts at innovations in teaching by Mary

In the past decade schools have experienced a whirlwind of technological jargon with little support or approval by administrators to implement any real pedagogical changes. Is the popularity and availability of mobile phones going to revolutionise the way we teach? The following post presents some of my recent changes with regards to teaching in the Social Sciences and “it’s out with the old and in with the new”.

Teaching is a dynamic profession and I am constantly reviewing my teaching practice to hopefully remain an effective teacher of the Social Sciences and as a Head of Department. In the past 2 years I felt that the rapid changes in ICT’s really needed to be considered carefully and applied to units of work especially in the junior school. The Social Sciences offers interesting content and processes and I knew it would be enhanced by a more authentic, interactive and learner centred approach to the teaching and learning experiences. 

 

I concentrated my efforts on revamping the geography unit on Natural Disasters. The literature confirmed numberous benefits of a connected learning environment and I was committed to a more collaborative approach to teaching and learning hence designed activities that allowed both independent and collaborative involvement.

The unit incorporated a number of interactive websites and these were used to build students’ knowledge and understanding. Traditionally, these lessons were all teacher centred. The new approach required students to investigate the tsunami in Banda Aceh through Jacaranda’s new Virtual Fieldwork Activities and create a weblog. Student progress was easy to track and the material was placed on a wiki site and students were required to make comments on the discussion board.

Now that I have completed a number of readings about mobile media and the different apps available on Smartphones, I can see the potential to further improve this geography unit with more meaningful and authentic experiences.  The incorporation of global positioning systems (GPS) available with many new mobile technologies promotes collaborative and situated learning in and outside of the classroom and this can be combined with virtual information to allow for a better grasp of the real world.  I have used podcasts of Indonesian people speaking about the effects of the tsunami and a mobile device could broaden those opportunities and students could develop even better understandings of these difficult and complex situations.

The idea that kids will come to school with nothing more than a mobile device is rather daunting. My own narrow understanding of a mobile was packaged securely in my small dependable nokia but I realised a few weeks ago that is was time to upgrade. I decided on an iPhone 4 and at school, I immediately linked up my outlook calendar, the College Intranet and a few educational apps that I plan to use in the classroom i.e. world maps. I now use my iphone to check my emails, update my calendar, search the library catalogue and update the Social Science wiki page. I am convinced that Stald, 2008 was correct in saying that the common mobile “is a kind of Swiss Army knife,” which holds a number of useful tools.

The challenge for the future is to use of mobile technologies to transform learning into a seamless part of daily life to the point where it is not recognised as learning at all. The fact that young people see mobile phones as very personal in nature, and “the always on” participatory nature youth now employ offers great potential for individual and collaborative learning. As a teacher and a parent of teenagers I am aware that the mobile is the glue that holds together various nodes in their social networks. I have also seen that many sites are now offering online participation by youth; “myfuture” has joined the social media community with the establishment of Facebook and Twitter accounts. It appears second nature for students to check updates from their social media sites and therefore, opportunistic for teachers to also post updates and corroborate with students through these social networking sites.

In a large school context there will be some obvious concerns with regards to mobiles having small screens, batteries running out of charge quickly and the design too fragile. However, the low cost and accessibility of mobiles makes this device very attractive for schools especially those in low-income communities.  This is also very important in schools where justice and equity are part of the Mission Statement.

There is no doubt in my mind that Smartphones are the tool of the future, they are the “always on” technology and in the very near future their entrance into mainstream use for teaching, learning, or creative inquiry is inevitable as they offer an increasing range of activities and opportunities (2010 Horizon Report). As a teacher I hope to be a critical user of this technology but this begins with knowing the potential of mobile media for both teaching and learning and tapping into the ways in which it is currently being used by our students.

Mobile Media's Impact on Human Interactions by Karin

The convergence of technology and the emergence of a participatory culture have changed the way people interact.  How have mobile media positively impacted on our lives and what does this mean for the future?

Mobile media has enabled the convergence of technology and information to occur in new ways and has changed how humans behave and interact.  I find it hard to believe that only 7 years ago Facebook and YouTube did not exist.  Mobile media allows people to communicate with anyone, anywhere at any time, so why are schools limiting the opportunities available to students of today?

Did you know? 4.0 states that mobile devices will be the world’s primary connection tool to the internet in 2020.  I believe schools need to recognise this change and embrace mobile media in the classrooms.  This change has emerged due to the innovation of cloud computing.  No longer is it necessary to have a local drive on site, info can now be stored on remote networks.  Shouldn’t schools be encouraged to look positively at these advancements in technology and recognise that using mobile devices may be a cheaper and more relevant way for students to access information and communicate with people around the world?  Portable machines also allow students to be more creative because they can capture information as it happens.  What an asset for educators!

Convergence has promoted the creation of applications (micro programs) made by third parties.  Many are free and provide people with access to tools relevant specifically to them.  This allows educators to individualise student learning.  This individualisation allows people to be in control of their experience with popular culture.  Applications, also referred to as apps, allow people to be more involved in producing programs and are viewed by some experts as possibly the beginning of Web 3.0.  Providing students with opportunities to produce programs enables deeper learning and I feel this should be encouraged.  

A participatory culture has emerged in western societies where people are no longer solely consumers of products.  New technology allows for more participation by people as consumers, readers and producers of media.  Cultural theorists argue this allows them to not only use culture but to also contribute to culture more effectively.  I feel that students who contribute to culture in a positive manner may begin to take greater ownership of their actions and begin to feel more valued in the community.  

Social networking has opened up new and powerful ways for people to interact.  This became very evident in Obama’s election campaign where far more money was raised online than by his opponent who used traditional campaigning methods.  This was partly due to the fact that people could access Obama’s campaign at any time.  This demonstrates how virtual coexistence- the need for people to stay connected all the time- has impacted on human relations.  I believe schools should use virtual classrooms to encourage students to transfer their learning from school to their home environment.  This also enables parents to be more involved in their child’s education.  

New developments in technology will continue to change the way humans interact and provide new opportunities that most people can’t even imagine yet.  I understand that many educators are weary of embracing new technologies as they bring with them a new set of challenges.  Challenges such as copyright, stranger danger, access to inappropriate information and images are very real but I believe educators can’t let this hold students back from the many positive opportunities becoming available through mobile media each day. 

References:

XPLANE, The Economist, Fisch, K. McLeod, S. Bestler, L. (2009), Did you know 4.0. http://www.youtube.com/watch?v=6ILQrUrEWe8

Successfully Implementing Mobile Phone Technology in Classrooms by Karin

Despite obvious educational benefits, the debate over mobile phone use in classrooms continues.  Educators, community members and students all have valid questions, comments and concerns.  How can we enable student access to mobile devices to support their learning whilst maintaining a safe and supportive school environment?

When discussing whether or not to incorporate mobile devices in classrooms, I find the two main issues raised are access and regulation.  As mentioned in Smartphones still the kid in the hall, most students already have access to their own personal mobile media devices which they bring to school on a regular basis.  Students happily engage with these learning tools to gather information and to communicate with people around the world.  These days, teachers find it hard to keep students engaged in their learning so I figure, why not embrace learning tools that students are motivated to learn with?  

I realise that this is where the issue of regulation arises.  Students have all different types of mobile media devices that offer a broad range of services and capabilities.  Ensuring equal access to resources is one obstacle educators face when incorporating mobile devices into classrooms.  Cost becomes an issue when the idea of providing each student with their own mobile, is raised.  But I ask, wouldn’t this be cheaper than continuing to invest in desktop computers?  

Due to the cheaper purchase prices of mobiles over desk top computers, students from low socio-economic backgrounds are more familiar with using mobiles to access the internet.  Therefore, I wonder, wouldn’t it be more relevant to teach students to use mobiles?  Students accessing inappropriate materials becomes another regulation issue.  There are filters on desktop computers at schools but I question, how does this prepare students to safely use computers outside of schools?  Shouldn’t educators teach students to use mobile media productively and ethically and equip students with the skills they need to deal with inappropriate material?  Not all students have access to this guidance at home, therefore I believe educators should assist where possible. 

Some teachers worry about students texting or being on social networking sites when they are supposed to be paying attention in class.  But isn’t this just the 21st century way to pass notes in class and muck around?  It is my opinion that teachers need to deal with these students in the same manner they deal with students that waste time in class any other way.  

I believe there is obvious educational potential in mobile devices as they allow for communication(text, voice and image), capturing and manipulation of images, internet access, GPS and more.  I feel educators need to figure out how to successfully implement the use of mobile devices in classrooms as they offer too much potential to ignore.  I hope the education system figures out a way to provide students with the opportunity to interact with the 21st century tools they will need to be successful in the work place.

Reference:

Berkow, J. (2010). Smartphones still the kid in the hall, Financial Post, Sept 3, 2010. http://www.financialpost.com/news/Smartphones+still+hall/3480118/story.html

The Changing Role of Libraries by Karin

The 21st century has seen technology develop at a much quicker rate than in the past.  Libraries need to catch up with the times if they are going to continue to be viewed as valuable facilitators of information.  What changes need to take place?  How can libraries best provide access to contemporary resources?  How has the convergence of technologies impacted on the type of layout, services and resources needed in libraries? Overall, what changes need to occur for libraries to meet the needs of people living in the 21st century? 

In the past, students searching for information referred to books or went to libraries.  These days, people have less time so they look for instant information on mobile phones or other mobile devices.  As new technologies are developed, I challenge, shouldn’t libraries have to advance with them?  I believe that libraries need to acknowledge and respond to the fact that increasing time constraints, the emergence of a participatory culture, the convergence of information and communication technologies and the development of mobile media devices have created a demand for libraries to modify their layout, services and resources.  In my opinion, discussion in libraries should be around what changes must be made, not whether changes should be made.  

In Mobile Technologies, Mobile Users: Implications for Academic Libraries, some libraries question why they should, ‘actively investigate mobile technologies and plan for services that take into account a range of devices beyond desktop and laptop computers’.  Won’t libraries that choose not to advance with technology become less utilised as they will no longer meet the needs of society?  Contemporary texts that engage students in experiences and knowledge will directly impact on their lives in cultural, social and ethical ways.  I believe libraries should play a key role in providing fair access to contemporary texts for all and I believe this is best achieved by keeping up to date with technological advancements.  

Younger generations are using mobile devices in more versatile ways.  There are mixed views on the Net Generation’s use of technology.  In Mobile Technologies, Mobile Users, Joan Lippincott mentions that some educators worry that students who are always on technology, are wasting time and impeding their learning.  The author explains that other experts understand that mobile media supports learning, increases the ways in which media content can be created, manipulated and presented and helps students to connect to informal networks of family.   Shouldn’t students be encouraged to use their mobiles for research and networking as these are the skills they will need to be successful in the work force?  If new information resources now exist for mobiles, isn’t it the librarian’s responsibility to make them available?  I believe libraries are in a good position to foster positive attitudes towards the use of mobile devices for information research. 

Regardless of what experts think should happen, students will continue to use mobile devices as they see fit.  Libraries should support students and provide training on how to be effective and ethical users of mobile devices and their content.  I agree with Joan K. Lippincott, that this needs to occur through the development of podcast tutorials aimed at developing skills in  information literacy.  Joan K. Lippincott also suggests the use of mobile compatible tutorials that teach students how to find periodical articles and to evaluate whether Internet resources are credible. 

Students express that mobiles have become integral to their lives and that an integration of personal technologies with institutionally based systems would aide in the creation of a desired seamless flow of study.  Wouldn’t students see more relevance in their study if it could be somehow linked to their mobiles?  If students are requesting a service which they feel will create less frustration, in turn making them more productive, shouldn’t libraries research ways into making this possible?  I feel that a seamless flow of study would provide students with the opportunity to direct more of their spare time to study.  

When librarians decide to update their services, they will need to take many issues into consideration.  Research, into the types of library users that will want to access content on their mobiles and what that content might be, needs to take place.  Librarians will also need to plan for ways in which the physical spaces of libraries will need to be changed to cater for the new devices and their uses.  One challenge faced by librarians is that an increase in the number of electrical devices available will mean that more electrical outlets and storage areas will be required and sufficient network connectivity needs to be catered for.  Spaces, such as group study rooms and multimedia production and presentation spaces, need to be provided for collaborative learning.  Libraries will need to be carefully designed in order to cater for the changing needs of their clientele.

In Net Generation Students and Libraries, students use mobile devices as individualised learning environments.  This, to me, means that academic libraries need to rethink their roles.   Libraries need to act now to support the needs of Net Generation students if they plan to remain important information service providers for generations to come.  Libraries will need to update their services and resources and provide guidance on how to successfully utilise libraries of the 21st century. 

References:

Lippincott J.K, (2008). Mobile Technology, mobile users: Implication for academic libraries. ARL, 261 (December 2008), 1-4.

Lippincott J.K, (2005). Net Generation Students & Libraries. Educase. http://www.educause.edu/Resources/EducatingtheNetGeneration/NetGenerationStudentsandLibrar/6067

Welcome to Mobile Media Team Blog

In this team blog you will read and view material that aims to address young people's relationship with the new media form "mobile media'. The responses will be varied, some more academic than others so we suggest you scroll through and choose any entry that takes your interest and please feel free to leave a comment. The majority of the responses will actually address a particular question or statement. We hope you find new and interesting material in this site.

Always on - Mobile Media and Education

"Always On" Mobile Phones and Pedagogical Possibilities by Mary

In a society where mobile phone ownership is growing at an exponential rate embedding mobile phone technology into the school curriculum offers rich pedagogical outcomes. The clip on the new ischool tecnology reflects some of the diverse ways in which mobile media can be dispersed into the school curriculum.

What seems unfathomable is how quickly mobile phone technology has become such an essential and normal part of everyday life. Within a decade the mobile has developed from being a portable telephone to being a handheld computer. The new Smartphones are now multifunctional and provide enough data and speed capacity to facilitate “mobile Internet access, MP3 music, photography, video, graphically advanced games, and tools such as a calculator, diary, notebook, alarm, clock, GPS, and more” (Stald, 2008, p145). The sheer capacity and potential of the mobile phone changes its role from being a medium for interpersonal communication to a system activating, “multiple forms of information exchange at a user level as well as at a technological level” (Stald, 2008, p145). 

Literature Review in Mobile Technology and Learning written by Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike Sharples is an insightful report highlighting the potential for mobile phones in educational settings especially considering that in the near future more people will connect to the internet via their mobile phone than any other device. However, the report also reveals a stark dichotomy between the ubiquitous personal use and the notable absence of any educational use of mobile technologies. This is predominately owing to the narrow scope of traditional curriculum and the bureaucratic restrictions surrounding education policy.

Naismith et al., recommends the development of a “blended” theoretical approach to curriculum which would allow for mobile technologies to be embedded and blended with existing curriculum. As an educator it is possibly easier to develop an understanding of one theory and use this as a guide for developing student-centred learning experiences. The Situated Learning Theory posits that learning can be enhanced by ensuring that it takes place in an authentic context (Naismith et al., 2008) “Mobile devices are especially well suited to context-aware applications and the advantages to adopting mobile technology beyond the classroom is that learners can, “engage in and capture both planned and unplanned experiences” (Brown & Duguid, 1996 as cited in Hartnell-Young, Vetere, 2005, p1). “Because mobile devices don’t wed a child to the classroom or a desk, they complement just-in time and on-demand learning” (Shuler, 2009, p12).  The Situated Learning approach embraces a broad view of learning and extends beyond the classroom to incorporate home usage, encounters with friends, travel and many other experiences.

Academic and commercial sources are in agreement that mobile phone technology has evolved rapidly and is now increasingly the focus of a convergence of technologies, media formats, and content which were previously only available through a personal computer or similar platforms (Stald, 2009). The extent of convergence of new media on mobile devices is made accessible through different forms of wireless and wired connections and is referred to as the “third screen’ or “the cloud” (Stald, 2009, p144). These convergent devices offer a range of features that “lessen your need for other things, including a watch, alarm clock, calculator, camera, video camera, home stereo, television, computer, or, for that matter, a newspaper” (Corbett,2007 as cited in Shuler, 2009, p11). The advantage of “the third screen” is that information is stored on remote networks and this makes the mobile easily transportable and valuable in a wide range of different scenarios and settings. 

In the report Naismith et al., made further comment that, “There is considerable interest in exploiting the almost universal appeal and abundance of mobile technologies for their educational use” (p5).  However, the reality for most schools is that teachers have intermittent access to computer labs and access to many sites on the internet are blocked because of concerns over content or pressures from administration in relation to download costs. Shuler, 2009, corroborates with other researchers in this field and advocates for an “anywhere, anytime” learning approach which can be delivered through mobile devices (p3). The possibilities are endless and must be considered as they offer "a unique potential to advance twenty first-century skills such as collaboration, communication, and global awareness” Shuler, 2009, (p19). This has been evidenced in the Nintendo DS now referred to as a “pocket-sized laboratory” and this small device has many features that are well-suited for in-class collaboration, language support, observation recording, and creative “project-based” learning (Box, as cited in Shuler, 2009, p29).

Schools have realised the prevalence of mobile phone devices and have had to purchase metal detector test wands and swipe students before exams. The capacity of the new devices means information is at their finger tips and for many adolescents the phone is never switched off so students are able to quickly and surreptitiously access or pass on information. Unlike earlier communication devices the new technology allows for the users to be “always available for communication, information, entertainment, or, in short, for other people” (Stald, 2008, p145). The mobile is now seen of high importance with regard to teenage identity and peer relationships and there is no reason why schools cannot also tap into this "always on" mentality and  use this medium for improved collaboration and learning outcomes.

Schools do operate inside tight constraints associated with "duty of care' and this is one reasons why schools resist the incorporation of mobile devices in the classroom. Free access to the internet opens aPandora's box of questions and concerns; however, classroom bans on internet sites and social networking sites are not a realistic long-term policy. Certainly, the convergence of differing media forms and functions occurring through the mobile device certainly adds to the increasingly intense pace of communication and the intellectual and emotional experiences for young people. Hence there is a need for young people to know how to manage and to develop these specific skills and construct a personal identity that is manageable and well considered. Therefore there is a recognised need to teach young people how to operate on these sites and be in control as this is an essential skill for adolescents in all areas of their lives.

Naismith et al., in the Report, Literature Review in Mobile Technology and Learning capably deconstructs the current situation with regard to mobile technologies and education. The report findings revealed the dichotomy between the unlimited capacity and flexibility of mobile technology and the educational restraints preventing the blending and embedding of this technology with the current curriculum. The current system has endless administrative challenges and many more ill-defined challenges of how to encourage today’s educators to embrace a truly learner-centred approach to pedagogy (Naismith, 2008).

In society today there is an accepted belief that mobile phone ownership is a normal part of life and the proliferation of  smart phones means that most people will be able to access information, take photographs, record thoughts with one device, and share these with friends, colleagues or the wider world” (Shuler, 2008, p36). The benefits are just too abundant to ignore; therefore schools must consider new ways to integrate authentic learning experiences using mobile phone technology as this technology has the capacity to enable rich multimedia experiences incorporating a vast repository of skills which enhance both individual and corroborative learning.