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Mobile Pedagogy and
Perspectives on Teaching
and Learning

Douglas McConatha
West Chester University, USA

Christian Penny
West Chester University, USA

Jordan Schugar
West Chester University, USA

David Bolton
West Chester University, USA

A volume in the Advances in Mobile and

Distance Learning (ADML) Book Series
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Published in the United States of America by

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Library of Congress Cataloging-in-Publication Data

Mobile pedagogy and perspectives on teaching and learning / Douglas McConatha, Christian Penny, Jordan Schugar, and
David Bolton, editors.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4666-4333-8 (hardcover) -- ISBN 978-1-4666-4334-5 (ebook) -- ISBN 978-1-4666-4335-2 (print &
perpetual access) 1. Educational technology. 2. Mobile communication systems. I. McConatha, Douglas, editor of
compilation. II. Penny, Christian, 1973- editor of compilation.
LB1028.3.M588 2014
371.33--dc23
2013020905

This book is published in the IGI Global book series Advances in Mobile and Distance Learning (AMDL) Book Series
(ISSN: 2327-1892; eISSN: 2327-1906)

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A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
 Advances in Mobile
and Distance Learning
(AMDL) Book Series
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Universidad de Oviedo, Spain

ISSN: 2327-1892
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Mission
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 Titles in this Series
For a list of additional titles in this series, please visit: www.igi-global.com

Mobile Pedagogy and Perspectives on Teaching and Learning

Douglas McConatha (West Chester University, USA) Christian Penny (West Chester University of Pennsylvania,
USA) Jordan Schugar (West Chester University, USA) and David Bolton (West Chester University, USA)
Information Science Reference • copyright 2014 • 338pp • H/C (ISBN: 9781466643338) • US $175.00 (our price)

Outlooks and Opportunities in Blended and Distance Learning

B. Tynan (University of Southern Queensland, Australia) J. Willems (Monash University, Australia) and R. James
(University of New England, Australia)
Information Science Reference • copyright 2013 • 513pp • H/C (ISBN: 9781466642058) • US $175.00 (our price)

Cases on Formal and Informal E-Learning Environments Opportunities and Practices

Harrison Hao Yang (State University of New York at Oswego, USA) and Shuyan Wang (The University of South-
ern Mississippi, USA)
Information Science Reference • copyright 2013 • 454pp • H/C (ISBN: 9781466619302) • US $175.00 (our price)

Refining Current Practices in Mobile and Blended Learning New Applications

David Parsons (Massey University - Auckland, New Zealand)
Information Science Reference • copyright 2012 • 334pp • H/C (ISBN: 9781466600539) • US $175.00 (our price)

Professional Education Using E-Simulations Benefits of Blended Learning Design

Dale Holt (Deakin University, Australia) Stephen Segrave (Deakin University, Australia) and Jacob L. Cybulski
(Deakin University, Australia)
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Open Source Mobile Learning Mobile Linux Applications

Lee Chao (University of Houston-Victoria, USA)
Information Science Reference • copyright 2011 • 348pp • H/C (ISBN: 9781609606138) • US $180.00 (our price)

Models for Interdisciplinary Mobile Learning Delivering Information to Students

Andrew Kitchenham (University of Northern British Columbia, Canada)
Information Science Reference • copyright 2011 • 354pp • H/C (ISBN: 9781609605117) • US $180.00 (our price)

Architectures for Distributed and Complex M-Learning Systems Applying Intelligent Technologies
Santi Caballé (Open University of Catalonia, Spain) Fatos Xhafa (Open University of Catalonia, Spain) Thanasis
Daradoumis (Open University of Catalonia, Spain) and Angel A. Juan (Open University of Catalonia, Spain)
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Editorial Advisory Board
Adel Barimani, West Chester University of Pennsylvania, USA
Barbara Bolton, Kennett Square, Pennsylvania, USA
Byeong-Young Cho, Iowa State University, USA
Scott Erickson, Sirrus Health, USA
Westley Field, Waverley College, Australia
Daniel France, Google, Czech Republic
Bobbi Kershan, University of Pennsylvania Graduate School of Education, USA
Dan Levin, University of Maryland, USA
Courtney Marcellus, West Chester University of Pennsylvania, USA
Vicki McGinley, West Chester University of Pennsylvania, USA
Larysa Nadolny, Iowa State University, USA
Maria Nortecote, Avondale College of Higher Education, Australia
Shirley Reushle, University of Southern Queensland, Australia
Heather Schugar, West Chester University of Pennsylvania, USA
Mike Searson, Kean University, USA
Table of Contents

Foreword .............................................................................................................................................xv

Preface . .............................................................................................................................................xviii

Section 1
Current Demonstrations and Developments in the Field of Mobile Pedagogy

Chapter 1
Towards a Mobile Learning Pedagogy ................................................................................................... 1
Scott E. Hamm, Abilene Christian University, USA
Jason Drysdale, University of Colorado Denver, USA
Diana Moore, New England College, USA

Chapter 2
Student Development of E-Workbooks: A Case for Situated-Technology Enhanced Learning (STEL)
Using Net Tablets................................................................................................................................... 20
Selena Chan, Christchurch Polytechnic Institute of Technology, New Zealand
Katrina Fisher, Christchurch Polytechnic Institute of Technology, New Zealand
Peter Sauer, Christchurch Polytechnic Institute of Technology, New Zealand

Chapter 3
Podcasting and Pedagogy ..................................................................................................................... 41
Ross Kendall, Waikato Institute of Technology, New Zealand

Chapter 4
Communities of Communication: Using Social Media as Medium for Supporting Teacher
Interpersonal Development.................................................................................................................... 58
Laurie Stone Rogers, Stephen F. Austin State University, USA

Chapter 5
E-Book Readers for Everyone: Fatih Project ....................................................................................... 74
Nilgün Özdamar Keskin, Anadolu University, Turkey
Firat Sarsar, Georgia State University, USA
Michael Sean Gallagher, Institute of Education, UK
 Section 2
Research, Theory, and Practice with Mobile Pedagogy and Differentiated Instruction

Chapter 6
Mobile Learning for All: Accessibility Considerations for Mobile Pedagogy...................................... 88
Luis F. Pérez, University of South Florida, USA
Ezzard Bryant, University of South Florida, USA

Chapter 7
Mobile Learning Applications and Differentiated Instruction . .......................................................... 108
Shelley A. Jackson, Texas Woman’s University, USA
Sharla Snider, Texas Woman’s University, USA
Nicole Masek, Texas Woman’s University, USA
Joanne Baham, Texas Woman’s University, USA

Chapter 8
Does Mobile Technology Have a Place in Differentiated Instruction? .............................................. 132
Therese M. Cumming, University of New South Wales, Australia

Chapter 9
Mobile Technology and Differentiated Learning: Meeting the Needs of Students with Significant
Disabilities........................................................................................................................................... 150
Ann C. Orr, Eastern Michigan University, USA
John F. Conley, Eastern Michigan University, USA

Chapter 10
A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for
English Language Learners ................................................................................................................ 165
M. Liu, The University of Texas at Austin, USA
C. Navarrete, The University of Texas at Austin, USA
E. Maradiegue, The University of Texas at Austin, USA
J. Wivagg, The University of Texas at Austin, USA

Section 3
Implications for Emergent and Innovative Applications of Mobile Pedagogy

Chapter 11
New Demands of Reading in the Mobile Internet Age . ..................................................................... 187
Byeong-Young Cho, Iowa State University, USA
Lindsay Woodward, Iowa State University, USA
Chapter 12
iTeach Literacy with iPad Devices: Preparing Teachers for Effective Classroom Integration............ 205
Diane Santori, West Chester University, USA
Carol Smith, West Chester University, USA
Heather Schugar, West Chester University, USA

Chapter 13
Journalism and Media: From Mellowed Pedagogy to New Mobile Learning Tools........................... 221
Pamela E. Walck, Ohio University, USA
Yusuf Kalyango, Ohio University, USA

Chapter 14
Stuck in Neutral: Why Technology Hasn’t Made Major Inroads Into Education in Ghana................ 238
Mawuadem Koku Amedeker, University of Education, Ghana

Chapter 15
An ROI Ed-Biz Approach for Deploying Mobile Pedagogy .............................................................. 250
Douglas McConatha, West Chester University of Pennsylvania, USA

Compilation of References ............................................................................................................... 268

About the Contributors .................................................................................................................... 300

Index.................................................................................................................................................... 308
Detailed Table of Contents

Foreword..............................................................................................................................................xv

Preface...............................................................................................................................................xviii

Section 1
Current Demonstrations and Developments in the Field of Mobile Pedagogy

Chapter 1
Towards a Mobile Learning Pedagogy ................................................................................................... 1
Scott E. Hamm, Abilene Christian University, USA
Jason Drysdale, University of Colorado Denver, USA
Diana Moore, New England College, USA
Mobile devices provide information access all the time and everywhere. The manner in which we access
data has become a fulcrum of our social, vocational, and educational ethos. The developing mediums
by which information is engaged are establishing themselves as a pervasive part of our ecology. People
expect to be able to perform life tasks-work, study, and play-all the time and everywhere. This reality is
transforming education and a 21st century pedagogy is emerging which necessitates a research-informed
approach to the integration of theory and praxis. As mobility affords new and exciting ways to engen-
der informal learning within the academy, we will explore an evidence-based pedagogy that augments,
extends, and constructs learning as a result of mobility’s affordances.

Chapter 2
Student Development of E-Workbooks: A Case for Situated-Technology Enhanced Learning (STEL)
Using Net Tablets................................................................................................................................... 20
Selena Chan, Christchurch Polytechnic Institute of Technology, New Zealand
Katrina Fisher, Christchurch Polytechnic Institute of Technology, New Zealand
Peter Sauer, Christchurch Polytechnic Institute of Technology, New Zealand
The project reported in this chapter is based on the combination, inter-relationships and synergies of
four pedagogical approaches to improve student engagement with learning. These approaches are
mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism;
situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world’ practice
environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the
above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning’
(STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the
form of iPad2s and Android operating system tablets and a selection of mobile apps. Of importance is
the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-
workbooks are collated by collecting and annotating photos, videos, and notes of students’ progressive
skills and knowledge learning as practical learning and theory-based learning activities occur in spe-
cialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced
learning to increase student engagement in learning; encourage teaching and learning activities based
on student-centred and student-generated learning approaches; and develop teaching staff and student
capability in using technology to support student learning. The overarching theme arising from the study
was the need to enable students and staff to utilise technology for learning. An outcome of this project
is the derivation of guidelines, achieved through the project’s participative action research approach, to
assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.

Chapter 3
Podcasting and Pedagogy ..................................................................................................................... 41
Ross Kendall, Waikato Institute of Technology, New Zealand
This chapter explores the engagement of tertiary students in interviewing “green” experts. Using
Engeström’s expansive activity model, the study finds that integrating podcasting into a course with
strong links to other activities and resources helped students assimilate and develop the concepts of the
course. The project promotes functionalist values of independent, experimental learning and deep en-
gagement with learning material, it invokes authentic field experience, accommodates different learning
styles and it provides considerable motivation. The study suggests that mobile learning embodies the
means to change relationships between learner and expert and that such connecting is a key attribute of
contemporary subjective association and recontextualization. The chapter provides a brief review of the
literature on podcasting in education, followed by the teaching and learning context and the application
of Engeström’s “expansive activity model” (1994, 2001, 2002, 2004, 2008, 2010). I describe the student
group undertaking the exercises in a Level 5 Sociology course, and the project (which subsequently
extended into a later course: “The Sustainable Business Environment”, because many of the podcast
students had pre-enrolled in that course). The paper discusses the methodological approach that was
used, offering two strands of analysis: students’ use of the podcasts and how the latter were placed in
their learning about sustainable development. The discussion section elaborates the model and offers sug-
gestions for advancing the educational use of podcasts. Last, I offer some thoughts on how Engeström’s
model might be extended in education to develop not just new objects, but also the new use of objects.

Chapter 4
Communities of Communication: Using Social Media as Medium for Supporting Teacher
Interpersonal Development.................................................................................................................... 58
Laurie Stone Rogers, Stephen F. Austin State University, USA
This chapter discusses the potential of social media use as an access to interpersonal relationships for
teachers. Society has been forever altered by the shifts in the intellectual landscapes of learning and
knowing through the Internet. By utilizing mobile communication technologies, Internet pathways
allow growth in personal and professional relationships in real time, providing opportunity for open
and profound dialogues, learning, and global perspectives. Yet even with the strong social presence of
Internet communications in today’s society, our teachers continue to struggle with building interper-
sonal relationships with colleagues. Drawing from the literature as well as from personal experiences
and relationships, this chapter explores some of the interpersonal challenges teachers face at work due
to physical and abstract barriers, as well as the possible solution found in social media. This perspec-
tive hopefully adds to understanding regarding the interpersonal challenges teachers may experience at
work, the importance of meeting those challenges, and the potential inter-relational benefits resulting
from social media use.
Chapter 5
E-Book Readers for Everyone: Fatih Project ....................................................................................... 74
Nilgün Özdamar Keskin, Anadolu University, Turkey
Firat Sarsar, Georgia State University, USA
Michael Sean Gallagher, Institute of Education, UK
Mobile Technology (MT) provides many opportunities to individuals, such as talking with people,
watching movie clips, and reading books whenever or wherever they want. This also allows individu-
als to frequently connect for learning. One of the most popular uses of MTs for learning is their use as
E-book readers. This chapter consists of four sections about how mobile technologies are being used
as E-book readers by learners. Furthermore, this chapter will discuss an ongoing E-book reader project
in Turkey called “FATIH”. General information about E-book readers will be provided in the first sec-
tion of this chapter. The second section gives an overview of various studies on E-book readers. In the
third section of the chapter, the authors discuss a recent instructional project in Turkey and its possible
international implications. The last section of the chapter offers the summary of presented concepts and
their future applications.

Section 2
Research, Theory, and Practice with Mobile Pedagogy and Differentiated Instruction

Chapter 6
Mobile Learning for All: Accessibility Considerations for Mobile Pedagogy...................................... 88
Luis F. Pérez, University of South Florida, USA
Ezzard Bryant, University of South Florida, USA
Educators have a legal responsibility to ensure access to learning for all students under legislation such
as Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. However,
many educators are not aware of the variety of tools already available to help them meet these legal
requirements. In this chapter the authors provide an overview of the built-in accessibility features of
mobile devices that can help educators meet their legal obligations for providing access to the curriculum
for all learners. These accessibility features, along with complimentary apps for mobile devices, are
discussed as supports that can be provided within a Universal Design for Learning approach that calls
for flexible curricula that meet the individual needs of all students, including those with disabilities and
diverse learning styles.

Chapter 7
Mobile Learning Applications and Differentiated Instruction . .......................................................... 108
Shelley A. Jackson, Texas Woman’s University, USA
Sharla Snider, Texas Woman’s University, USA
Nicole Masek, Texas Woman’s University, USA
Joanne Baham, Texas Woman’s University, USA
Mobile learning devices allow for learning anytime anywhere (Kinshuk, et al 2009). Currently instruc-
tors are attempting to keep up to date on the new developments in technology so that instruction is on
the leading edge. Many instructors desire to be at the forefront of creating meaningful opportunities to
use mobile devices rather than being passive recipients of developed curriculum and plans related to the
use of these tools; plans that possibly address a “one size fits all” approach. For example, rather than
technology being a tool to administer the same exams technology can be used to develop the exam so
that it is student centered and responds in real time as the student completes the exam, perhaps modifying
questions based on the student’s incorrect and correct answers. It is important for instructors to participate
fully in the emerging technology of mobile learning applications (apps) and to create opportunities for
differentiated instruction. Mobile learning apps hold the promise to be able to adapt to various learning
styles of different instructors and different students to provide personalized learning experiences.

Chapter 8
Does Mobile Technology Have a Place in Differentiated Instruction? .............................................. 132
Therese M. Cumming, University of New South Wales, Australia
Although mobile technologies are relatively new, they have quickly become ubiquitous in education, de-
spite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated
instruction for the inclusive classroom and how this can be best accomplished using mobile technology
as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction
has many advantages, but is not without challenges. Many of these challenges can be addressed using
suggestions from previous research in the areas of differentiated instruction and educational technology.
Future research is necessary to provide a solid evidence-base supporting the use of mobile technology
with diverse learners in all levels of classroom instruction.

Chapter 9
Mobile Technology and Differentiated Learning: Meeting the Needs of Students with Significant
Disabilities........................................................................................................................................... 150
Ann C. Orr, Eastern Michigan University, USA
John F. Conley, Eastern Michigan University, USA
As the world falls in love with the iPad and other touch screen tablet technologies, no one is more excited
by the possibilities than those of us who teach students with significant disabilities. The mobile tablet’s
intuitive interface, variety of accessibility options, and almost limitless possibilities for individualized
intervention make this technology a true game-changer for children and adults with special needs. This
chapter explores the landscape of tablet use to increase the education, communication, and independence
of students with moderate to severe disabilities. Current research on effective teaching and learning
practice that can best be employed through mobile touch screen technologies is presented.

Chapter 10
A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for
English Language Learners ................................................................................................................ 165
M. Liu, The University of Texas at Austin, USA
C. Navarrete, The University of Texas at Austin, USA
E. Maradiegue, The University of Texas at Austin, USA
J. Wivagg, The University of Texas at Austin, USA
Mobile technology has been noted as a valuable resource for students in K-12 education and potentially
for English Language Learners (ELL). ELL students enter schools with different levels of English pro-
ficiency and teaching such a population often presents a daunting academic challenge. Using mobile
devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology
such as flexibility, accessibility, interactivity, and motivation and engagement have been documented.
This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elemen-
tary, middle, and high school levels to understand how such mobile devices are used and the teachers’
perception of using them.
 Section 3
Implications for Emergent and Innovative Applications of Mobile Pedagogy

Chapter 11
New Demands of Reading in the Mobile Internet Age . ..................................................................... 187
Byeong-Young Cho, Iowa State University, USA
Lindsay Woodward, Iowa State University, USA
Changing contexts of literacy in the mobile Internet age demands that readers use higher-order strate-
gies to identify, understand, and evaluate numerous web sources. Sophisticated use of these strategies
is a hallmark of competent readers, who are able to make informed decisions about their own reading
in the unknown, untested information space on the Internet. The focus of this chapter is on these new
demands of reading in Internet settings. The chapter begins by describing changing views of texts and
evolving understandings of reading in the digital world. It then describes the core reading strategies
that contribute to successful reading in Internet settings, including text location, meaning construction,
critical evaluation, and metacognitive monitoring. Conclusions are drawn regarding considerations for
designing instruction that fosters students’ higher-order reading strategies in the mobile Internet age.

Chapter 12
iTeach Literacy with iPad Devices: Preparing Teachers for Effective Classroom Integration............ 205
Diane Santori, West Chester University, USA
Carol Smith, West Chester University, USA
Heather Schugar, West Chester University, USA
This chapter presents two unique cases of pre-service and in-service teachers utilizing iPad devices
during literacy instruction, identifies numerous affordances and constraints of employing these devices,
and offers suggestions for preparing teachers to integrate the iPad into literacy instruction. It is argued
that iPad devices have the potential to truly transform literacy teaching and learning if used properly.
If teachers are well prepared to use iPad devices effectively for literacy teaching, then their students
will be able to utilize this mobile technology to enhance their literacy knowledge while also gaining
technological skills essential for participation in our global society.

Chapter 13
Journalism and Media: From Mellowed Pedagogy to New Mobile Learning Tools........................... 221
Pamela E. Walck, Ohio University, USA
Yusuf Kalyango, Ohio University, USA
This chapter investigates how fast-changing mobile technology has transformed the traditional approach
to journalism education at some major mass communication schools, media organizations, and institutions
in the United States. This traditional approach to instruction, referred to here as its pedagogical niche,
is defined as instructional methods, content, and tools used in mass communication academic, practice
and training units. The first and primary objective of this chapter will be to determine how journalism
academic institutions are using the rapidly changing media and communication technologies, particu-
larly mobile tools, to reinvent themselves and to enhance their curricula and teaching effectiveness. The
second objective is to determine how media organizations have adapted to the increasing use of mobile
technologies in journalism.
Chapter 14
Stuck in Neutral: Why Technology Hasn’t Made Major Inroads Into Education in Ghana................ 238
Mawuadem Koku Amedeker, University of Education, Ghana
The chapter analyses some of the formal documents that led to integrating Information and Commu-
nication Technology (ICT) into the educational system in Ghana. These documents include Ghanaian
government policy documents as well as international organisations’ research works on ICT in Ghana and
other African countries. Most of the documents have the vision to revolutionize existing knowledge base
of the Ghanaian society through the deployment and use of ICT by all sectors of the society, including
education. The chapter demonstrates that Ghana government ICT policies are not classroom-integration
oriented, but rather politically motivated. Further, not enough interventions have been introduced to move
teachers away from the traditional ‘chalk-and-talk’ approach to teaching. Thus, all the flamboyant ideas
of introducing ‘one child one laptop’ policy do not ensure the integration of technology into education
and its use for teaching and learning purposes. It is suggested that training of classroom teachers to
integrate ICT into learning is the way forward.

Chapter 15
An ROI Ed-Biz Approach for Deploying Mobile Pedagogy .............................................................. 250
Douglas McConatha, West Chester University of Pennsylvania, USA
The long history and short past of online distance education is posited as a precursor to the monumental
changes revolutionizing global educational activity. The author argues for the use of Mobile Pedagogy as
an idiom for the inclusive nature of the platforms, processes, teaching methodologies, and infrastructures
(technical and instructional) that comprise this new approach in the world of learning. As such, this chap-
ter discusses the critical element of finances by looking at contemporary learning theory and a specific
E-learning system model termed CADRE (Content, Access, Distribution, Revenue, and Evaluation). To
help delineate connections between elements in this emerging ecosystem the important component of
cost is used as exemplar. As the cost of Higher Education rises, answers to questions long been taken for
granted have come to the forefront of the concern for parents and students: Is College worth the cost?
Are expensive elite schools a guarantee to entry into the world of work? Are the opportunity costs for a
four year (or more) degree program worth the investment? These questions are examined in the context
of an ROI (Return on Investment) conjecture that assumes benefits must outweigh costs in order to be
worthwhile. In the era of Open Courseware, free courses, MOOCs (Massive Open Online Courses),
and teaching and learning anytime, anywhere by anybody the issues of cost, quality, sustainability and
evaluation are addressed within the context of an educational-business (Ed-Biz) framework. Various
strategies relating to the kinds of monetization that could support these directions are offered.

Compilation of References.................................................................................................................268

About the Contributors......................................................................................................................300

Index...................................................................................................................................................308
 xv

Foreword

In February 2011, Syrian America hip-hop artist Omar Offendum released the riveting “#Jan25.” This
song offers a celebration of the role that protests and social media played in the Arab Spring revolts, and
contains the following lyrics:

I heard em say

The revolution won’t be televised

Aljazeera proved em wrong

Twitter has him paralyzed

Of course, the line “the revolution won’t be televised” is a play on the title of the classic Gil Scott-Heron
song, released some 40 years earlier. Although Scott-Heron is often credited as being a profound influ-
ence on hip-hop artists to come, his message is very different from Offendum’s.
Scott-Heron takes the position that the media of his time (dominated by corporate-based print and
broadcast outlets) will have no resonance with (and may even ignore) the revolution to come:

There will be no pictures of pigs shooting down

brothers in the instant replay.

...There will be no highlights on the eleven o’clock news.

Offendum, on the other hand, is celebrating the role that the social media of his generation played
in actual revolutions. While any causal relationship that social media and mobile devices (mostly cell
phones) played in the Arab Spring can be debated, it cannot be denied that the dramatic events were
“tweeted” (and blogged, and texted, and streamed) as the events unfolded, and often in real time. No
ignoring the revolution, in this case!
At its best, hip-hop provides a venue for powerful social commentary. As voices for their respective
times, Scott-Heron and Offendum have quite different takes on the role that contemporary media play
in the societies of their times. For Scott-Heron, 1970’s media were removed from the people, controlled
by the most powerful and wealthy, who would not report on the revolution to come.
Yet, for Offendum and his contemporaries, social media, often delivered through mobile devices,
provides a forum for discourse that is largely the will of the people. Employing a title with a hash tag
will allow any individual to begin a dialogue that is immediately open to anyone in the world who wishes
to participate.
xvi

The presence of social media and mobile devices is becoming ubiquitous in the world of marketing
and advertising. Can a TV commercial, Internet-based ad or printed advertisement be viewed without
us being asked to like (Facebook) or follow (Twitter) the product being sold? Likewise, social media
environments are peppered with ads often connected in some way with the content being viewed.
Book a trip to Spain, and be prepared for ads on Spanish lessons! And we all know the stories of
how our mobile device activity is mined for ways that advertisers can match their products with our
digital footprint. In other words, the corporate world continues to see significant value in marketing their
products through social media.
Popular culture? Music phenomenon Justin Beiber was “discovered” through a series of YouTube
performances posted by his mother and him. After his career was well established, Beiber and then
girlfriend Selena Gomez tweeted about a song they had just heard titled “Call Me Maybe.” The army of
youth who follow the tweets of Beiber and Gomez thrust “Call Me Maybe” and singer Carly Rae Jespen
into the popular musical stratosphere. The video of that song prompted an unprecedented and viral series
of parodies, including one by former U.S. Secretary of State Colin Powell, offering their own versions
of the catchy song. Ironically, in that same year, Justin Beiber’s record for YouTube views for his song
“Baby” was surpassed by the billion plus views of South Korean artist Psy’s “Gangnam Style” dancing
video. Of course, the viral impact of Gangnam style dancing has resulted in countless versions of that
dance celebrated by people from all social strata across the world, including heads of state.
Internationally, the combination of social media and mobile devices is having a broad impact across
several sectors, beyond popular culture. As both the World Bank and Organisation for Economic Co-
operation and Development (OECD) have reported, the adoption rate of mobile devices in developing
nations has now surpassed the rate of adoption in developed nations. In part, this is because it is less
expensive to develop communication systems built upon a network of cell towers than it is to lay new
networks of Ethernet or fiber optic cables. Further, mobile phones and tablets are cheaper than their
laptop and desktop counterparts. The increasing availability of mobile devices and social networks in
developing countries has fostered some intriguing economic development opportunities. Emergent fields
like “iAgriculture” and “Ehealth” have grown. Such innovations allow farmers in rural villages to be
in touch with commodities markets in different parts of the world to make the most informed decisions
regarding the planting of crops. Likewise, mobile devices are being used by patients to manage chronic
conditions like diabetes to keep records that they can review themselves and even share in real time with
doctors and nurses.
Overall, the worldwide adoption rate of mobile devices, especially cell phones, is remarkable. By the
middle of 2012, three quarters of the world’s population had cell phones, outpacing adoption of any com-
munication technology in human history. While price point remains an issue in many parts of the world,
tablet devices are now being purchased at an increasing pace. Yet, to overcome the relatively high price
of tablets, some dramatic initiatives have been inaugurated. For example, a consortium of Indian govern-
ment, corporate and education leaders have developed the Aakash, an Android-based tablet computer,
with a target price of $35 USD. While a version is to be made available for general public consumption
(at a higher price), the key audience for the Aakash’s is the education sector, namely, millions of Indian
students who would not otherwise have access to a tool with such power and connectivity.
With the profound impact that social media and mobile devices are having from social movements to
commerce to health care, is it not time for serious educators to take notice? While there has been some
movement in the adoption of mobile devices and social media as instruments for learning, most often
 xvii

they are considered ancillary tools and not truly central to classroom instruction. If organizations like
UNESCO, The World Bank, and the OECD all see mobile devices and, to a lesser extent, social media
as tools for economic development and social mobility, what about the classroom? This book attempts
to directly address that dilemma.
The editors have gathered an impressive set of scholars, researchers, and practitioners who are staking
out positions, presenting models, and offering research on how mobile devices and social media can be
effectively integrated into education. The range of content addressed in this book is far-reaching, from
directly addressing the need for new pedagogical models for mobile learning to the relevance of social
media in education; from how these new tools could address student accessibility needs and differenti-
ated instruction to their role in communities of practice; from international perspectives to innovative
approaches both within and outside the classroom.
The movement to consider the possible integration of mobile tools and social media into education
is a relatively new one (and currently without a strong research base). We would be wise to consider
ourselves at the early stages in the dialogue on how social media and mobile devices can become robust
players in the educational agenda. This book does an impressive job in moving that dialogue forward.
In many ways, the contrast between Offendum’s “#Jan25” and Scott-Heron’s “The Revolution Will Not
Be Televised” is illustrative for educators. In their “debate” about the relative merits of media in social
and political revolutions, and the extent to which control will ever be in the hands of the people, they
raise important questions for us. While the technologies of social media and mobile tools can literally put
knowledge, discourse and learning in the hands of students (both inside and outside of the classroom),
are we prepared to let that happen? Are we prepared to embrace it? In their new book, the editors and
authors of Mobile Pedagogy and Perspectives on Teaching and Learning provide us an opportunity to
explore this provocative dilemma.

Mike Searson
Kean University, USA
xviii

Preface

You can take this prediction to the bank: Within five years, each and every K12 student, in each and
every grade, in each and every school in the United States will be using a mobile learning device, 24/7
(Norris & Soloway, 2010).

This audacious prediction, from an article in 2010, hints at the promise and potential of educational
technology to transform education. Such a statement, if it had been made ten years prior, would have
seemed absurd. At the turn of the century, the cell phone had just barely passed the 100 million mark. But
over the next decade, usage tripled. In a recent study of mobile technology, the Pew Foundation found
that, as of May, 2013, 91% of American adults had cell phones, with 56% of American adults having
smartphones. This means that the majority of Americans can now connect to the Internet at any time
(Pew Research Center, 2013). Worldwide, there are five billion cell phones, with over a billion smart
phones (GO-Gulf.com, 2012). With over seven billion people in the world, it means that approximately
five in seven people in the world have a cell phone, and approximately one in seven have smart phones.
This number will continue to grow, allowing more and more people to have access to the information
on the Internet.
Although it seems as if they have been around forever, it was only in 2007 that the first iPad was
introduced. This was followed by a flood of similar mobile devices. The Pew Foundation estimated that,
as of May 2013, 34% of American adults own a tablet computer. They also have estimated that, as of
January, 2013, 26% of American adults own an e-reader. And the numbers will continue growing. Some
predict that tablets will ultimately replace computers and laptops. International Data Corporation (IDC)
reported that in 2012, shipments of PCs, laptops, smartphones, and tablets were well over a billion units
combined worldwide. In 2013, however, IDC predicted that there would be a billion units shipped of
smartphones and tablets alone (Coldewey, 2013).
The key word in the introductory quote is learning. Even though the majority of people are using
mobile devices for personal uses, it does not therefore mean that they are being used as learning devices.
It was only in 2002 that the term mobile pedagogy was first coined in Proceedings of World Confer-
ence on E-Learning in Corporate, Government, Healthcare, and Higher Education (McManus, 2002).
However, it has only been since 2009 that the term comes up more frequently in Google Scholar search.
This is a very recent phenomenon!
The nature of that quote above seems even more audacious when one thinks about the conservative
nature of schools. Mobile technologies are only the latest in a series of educational technologies which
harken back to the beginning of the 20th century, each of which has been touted as the solution to our
educational problems. In 1933, Frederick Devereux et al. proclaimed the power of the then current
educational technology, the film projector:
 xix

… the introduction of the use of the talking picture into education may prove to be an event as epochal
as the application of the principle of the wheel to transportation or the application of steam power to
the industrial age (Devereux, Engelhardt, Mort, & Stoddard,1933).

Other technologies followed suit, all supposedly revolutionizing the classroom. The list includes radio,
teaching machines (programmed instruction), television, personal computers and the Internet. All these
technologies seemed to hold the potential of changing the way teachers teach and students learn. And
yet they never seemed to live up to their potential.
Why?
Part of the reason lies with the conservative nature of education. Teachers have developed procedures
which they have been using in their classrooms for decades and which have been shown to be effective.
The introduction of educational technologies is disruptive and requires that teachers revamp how they
function in the classroom. To make this shift, teachers need to be shown that these new technologies are
going to make a significant improvement in their classrooms.
Some of the technologies were adopted by teachers easily –overhead projectors, ditto machines, and
film strips, for example – while others have been less willingly adopted – personal computers and the
Internet, for example. Perhaps it is the learning curve that is required for the electronic technologies – it
takes a lot of time to master the computer, compared with an overhead projector. It may also be the fact
that electronic devices are less reliable. Indeed, the early versions of computers were slow and would
crash periodically. And the Internet was similarly unreliable – one was never sure if a page would load,
with some websites disappearing entirely over time. These conditions did not bode well for a teacher
who had 50 minutes to teach a lesson.
Part of the problem with the electronic technologies is that they have been in almost constant flux.
The computer has changed significantly since the early 80s when the Apple 2e, the first computer which
achieved widespread popularity, was introduced. On top of that, there have been at least two competing
operating systems – Mac and PC – requiring schools to choose which type of computer to adopt. The
overhead projector, on the other hand, stayed essentially the same for decades. It’s no wonder there has
been skepticism about and resistance to electronic educational technologies on the part of teachers.
And yet many teachers have persisted and have effectively used electronic technologies to teach.
But in the process they have realized that they need to use a different approach to teaching to be effec-
tive. This new pedagogy is becoming more student-centered, with the locus of control in the classroom
slowly shifting away from the teacher and more toward the student. As mentioned previously, education
is conservative by nature. Some teachers find it difficult to share the control of the educational process
with students. And yet, that is what some educators see as the true picture of what education should be
– lifelong learning, rather than school learning. To facilitate adoption of new electronic technologies,
advocates need to provide teachers with a reason for giving up control, as well as provide models to
demonstrate how to do so effectively-to assure that students are learning.
Some educators resist educational technology because they view the use of educational technology as
potentially harmful. Such an attitude is not unusual. Socrates resisted the use of writing, indicating that,

if men learn this [writing], it will implant forgetfulness in their souls; they will cease to exercise memory
because they rely on that which is written, calling things to remembrance no longer from within them-
selves, but by means of external marks (Rowe, 1986).
xx

While this resistance to the technology of writing seems quaint, one can find the same attitude with
regards to the use of calculators to do math, or the use of the Internet to find information. It is critical
that educators grapple with these issues and address the concerns of those who raise them. For students
indeed struggle with simple calculations, and they do copy and paste information from the Internet into
essays and submit them without citations. Without solutions to these types of problems, some teachers
will continue to resist educational technology.
While the potential downsides of electronic technologies are significant, the potential benefits are
all the more. The overhead projector was of great benefit to the classroom teacher. Instead of writing
on a chalkboard, the teacher could now write on acetate film, which could be created ahead of time
and be used over and over again. This represented a significant time saver for the teacher. However, the
overhead projector did not change the relationship between student and teacher–it did not significantly
change the way the classroom teacher taught.
Electronic technologies, on the other hand, have that potential. Because of the access to information
which networks and the Internet provide, the student can learn independent of the teacher. Because of
this new approach to teaching and learning, teachers need to rethink their role in the educational process.
They have to develop new approaches to teaching which empower the student and shift control away
from the teacher to the student.
That is the purpose of this book.
This book will help teachers develop a mobile pedagogy which will allow them to rethink the instruc-
tional process in light of this new, potentially transformative technology. The book is divided up into
three sections. In the first section, the book will talk about Current Demonstrations and Developments
in the Field of Mobile Pedagogy, so as to help practitioners begin to develop a theoretical framework
for incorporating mobile technology into the classroom. Initially, Hamm explores a pedagogy which
integrates theory with the emerging practice of informal learning which results from increasingly instant
access to information. Chan, Fisher and Sauer then discuss a project in which a ‘situated-technology-
enhanced learning’ (STEL) approach, integrating mobile learning; constructivist learning, situated
learning, and multimodal and multi-literate user interactivity, was used. Kendall demonstrates how
Engeström’s expansive activity model can be applied in a lesson which uses podcasts to interview ex-
perts in sustainability, resulting in a lesson which supports independent, experimental learning. Rogers
and Austin discuss how to use social media to develop personal and professional relationships, which
can provide a support network for teachers as they develop as teachers. Finally, Keskin, Sarsar, and
Gallagher discuss pedagogical principles used in the use of E-book readers, describe different projects
which incorporate E-book readers, focusing upon a project in Turkey, and looks at future implications
of using E-book readers in the classroom.
The second section deals with Research, Theory, and Practice with Mobile Pedagogy and Differenti-
ated Instruction. Perez and Bryant initially provide an overview of the built-in accessibility features of
mobile devices which can help educators meet their legal obligations for providing access to the cur-
riculum for all learners-particularly those with disabilities. Jackson, Snider, Masek, and Baham continue
talking about mobile devices and their ability to differentiate instruction, focusing upon mobile learning
applications. Cumming continues the discussion by addressing challenges associated with using mobile
devices for differentiated instruction and how these challenges can be addressed. Orr and Conley specifi-
cally address the ability of tablets to improve education, communication, and independence of students
with moderate to severe disabilities. Finally, Liu, Navarrete, Maradiegue, and Wivagg focus upon the
advantages of mobile devices in instructing English languages learners.
 xxi

The third section of the book addresses Implications for Emergent and Innovative Applications of
Mobile Pedagogy. Cho and Woodward describe changing views of reading in the digital world as well
as core reading strategies that contribute to successful reading in Internet settings. Santori, Smith, and
Schugar discuss how iPad devices have the potential to transform literacy teaching and learning and
prepare students for participating in a global society. Walck and Kalyango describe how journalism aca-
demic institutions are using the rapidly changing media and communication technologies, particularly
mobile tools, to reinvent themselves and to enhance their curricula and teaching effectiveness, while also
discussing how media organizations are adapting to the increasing use of mobile technologies in journal-
ism. Amedeker discusses the challenges of integrating technology into a third-world country, Ghana,
and how to address these challenges. And finally, McConatha addresses the question of whether online,
open sources learning using mobile devices as media for distributed learning opportunities provide an
adequate Return On Investment (ROI) within the context of an educational-business framework, and
discusses monetization strategies that could support an adequate return on investment-both financially
and educationally.
So, why do we believe that mobile technologies will be different than other electronic technologies?
Lowell McAdam, Chairman and CEO of the US company Verizon Communications, said in a recent
editorial, “Fifty-six percent of American adults have smartphones that give them access to mobile broad-
band data and video. Our country is the center of a booming mobile ecosystem in which new devices
and applications are being used to do everything from personal health monitoring and E-commerce to
tracking deliveries and saving energy.” To this assertion we would add that teaching and learning, Mobile
Pedagogy if you will, will become an integral part of this new ecosystem.
Mobile technologies are ubiquitous–a growing number of students already have smart phones. This
means they are not something which schools necessarily have to purchase. Therefore, school districts
may not need to invest in the technology, as they did when computers were introduced–or at least do
so to a lesser extent. And because of their familiarity with smart phones, many students-and teachers -
know how to use these devices and are comfortable with them. Thus, there is less of a learning curve
for most students and teachers. And finally, it also means that many students have access to the Internet
away from school. This allows students to learn anywhere, anytime.
An advantage that mobile technologies have over earlier electronic technologies is that electronic
technologies–particularly the Internet and networks - have been around for the last twenty years or more.
So they are faster and more stable–and ultimately more reliable than previous electronic technologies in
their early stages of development. This stability makes it more likely that teachers will consider using
them in the classroom.
The relative longevity of electronic technologies also means that the pedagogical underpinnings of the
use of such technologies have been around for a while as well. Many teachers have received training in
the use of electronic technologies-the younger ones at colleges and universities, the others by in-service
training. Many teachers have had the opportunity to use–and have used–other electronic technologies
in an exemplary manner. Compared with earlier electronic technologies, the prerequisites for effective
adoption of mobile technologies are so much better.
There is also an increasing push to use electronic technologies to teach. School districts have invested
a lot of money in such technologies. Most schools already have an electronic infrastructure, including a
wireless network and Internet connection, which facilitate mobile learning. Because they have exposure
to electronic technologies outside of school, students and parents expect to have their students learn us-
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