Hutchinson, Tin & Cao (2011) point out that the net generation is not about technology, but rather about the activities the technology provides (Roberts, 2005; cited in Anderson, editor, 2011, p.203). Technology simply supports the learning activity and can be one of the many available for a specific learning outcome, and that today’s learners have a ‘multi media literacy’ approach (Oblinger and Oblinger, 2005; ibid, p.204).
Hutchinson, Tin & Cao (2011) identify mobile learning as the emergent technology, connecting with a wide range of users with the universal ability to share and learn while breaking through barriers of age, gender, social class, locality, ability or disability (ibid, p.203).
They define mobile technologies as mobile phones, personal digital assistants (PDAs), smartphones (integrated telephone, computing and communication devices) and portable media players such as MP3 players and iPods; all of which have become interwoven into our social, work and learning environments.
They note that the net generation are technically able, like multi-tasking, and prefer autonomy of learning (Tapscott, 1998; ibid, p.203). They are more comfortable with teamwork, in visual environments, crave interactivity and prefer activity to reflection. The baby boomer generation, they observe, was educated in an industrial age model (Oblinger & Oblinger, 2005; ibid). Carlson (2005; ibid) observe that this demographic is impatient, creative, expect customizing and immediacy, self-focused and reliant on an array of portable of devices.
Fabio Sergio, a leader of innovative programs for international companies,notes in “10 Ways that mobile learning will revolutionize education” (n.d.) that m-learning, which he refers to as both mobile learning and me learning is the tool that is transforming education due to its ubiquitous use, weaving of informal and formal learning together and breaking down time barriers.
He sees m-learning as a means of complementing existing educational traditions and cites the model MIT and Harvard have combined to offer free online courses via edX, a non-profit organization. He points out that m-learning can empower the young to teach both peers and adults and provide in the process a young person’s perspective.
While researchers are citing the benefits of portability, flexibility, synchronous and asynchronous provision, others do point out certain drawbacks. Riva & Villani, 2005: cited in Anderson, editor, 200 p.205) observe that the screen is small and therefore not suited to everyone’s eyesight, and storage capacity is low.
Clyde (2004; ibid, p.203) believes it is necessary to identify the forms of learning that m-learning is most suited for, the potential students who need it and the best strategies for delivering this mobile education. Wagner and Wilson (2005; ibid, p.204) note that with all the benefits of its universal use, it will best advantage those who have digital communication skills. The implication for teachers is to be aware of this when utilizing such a medium and to have an alternative mode of delivery.
The conclusions are that m-learning has the capacity to revolutionize education with its portability, affordability, near universal use, and ability to reach across boundaries of time and location, and across cultural and social classes. It does have some physical limitations such as a small screen and small key pad.
The demographic most suited to its use may well be Generation Y, or the net generation, given their learning characteristics.
It may be that m-learning could be the technology that will benefit a majority but this to be said with much caution, as technology is only a vehicle and is only one of many successive technologies and that “teachers need to adopt a more flexible and expansive view of literacy …” (Lankshear, et al. 2000, p. 26) and the more pertinent issues are the learner’s intent, the situated social practice, and the philosophy of the instructor.
References
Hutchison, M., Tin, T. & Cao, Y. (2008). “In-your-pocket” and “On-the-fly:” Meeting the needs of today’s new generation of online learners with mobile learning technology. In T. Anderson, (2008). The theory and practice of online learning, 2nd ed. Edmonton: AU Press
Lankshear, C., Snyder, I. & Green, B. (2000). Teachers and technoliteracy. Managing literacy, technology and learning in schools. NSW: Allen & Unwin
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