The document analyzes the features and benefits of mobile learning using mobile devices owned by a school. It finds that while school-owned devices limit personalization opportunities, they allow students to access learning materials and work anywhere in the school. The document also discusses how mobile devices can be used to capture student work and understanding, provide reminders and learning resources, and increase accessibility for students with special needs. However, it notes that contextual location features may be less relevant when devices are only used at school.

1. Feature/Benefit of mobile learning Analysis of mobile device - selected function
Personal, private and familiar (reduce perceived
barriers to learning)
The devices used in my context are owned by the school
rather than students themselves. This limits the
opportunities for students to personalise their device.
Personalisation may be an advantage of BYOD. iPads are
familiar to many students as they have a tablet at home.
Pervasive and ubiquitous Because devices are owned by the school they would
generally only be used in school hours and would be
stored at school.
Students may create/ access documents or work they
have created on a mobile device from a desktop
computer.
Fit into the lives of learners (allow for productive
‘dead’ time - e.g. when travelling or queuing)
“ “
Portable - allow anywhere, anytime learning Students are able to take the device to their learning.
Within a primary context this may involve working with a
group or partner or working outside.
Immediacy of communication (including speech
and data-sharing)
Use Messages as a backchannel during a lesson/
presentation/ movie ( i.e. short movie etc) to stimulate
and / or guide discussion . Students are actively engaged
rather than passively receiving information.
Allows access to learning by those in dispersed
communities and isolated situations
My context is rural but not remote. Broadband is
available.
Contextualisation through location-aware features
such as GPS.
Devices are used at school so contextualisation is less
relevant. Location services could be used in mapping
activities and when learning about direction/ location (
math) .
Allows data to be recorded and learning processes
captured wherever they happen.
Useful for capturing non-permanent evidence of student
understanding i.e. verbal response/explanation , artistic
creation , pattern created with blocks …
Explaining their learning assists students to deepen their
own understanding.
Access to mentors, tutors and others learners on-
the-move.
Students would be in close proximity to a teacher or
mentor. They may access a specialist via a mobile device.
This may be most relevant in field/ science activities or
excursions rather than everyday situations where
students could easily use a desktop.
Perceived as an acceptable way for learners to
receive reminders and chasers - and to manage their
time
Reminders could be used by a teacher to remind students
of the amount of time left on an activity or alert students
that it is time to finish of change activities etc.
Bite-sized e-learning resources can be delivered to
learners (especially useful for basic skills or work-
based learning)
Basic skills i.e. number facts, sight words are best learned
through short and frequent exposures. There are multiple
apps that support this type of learning via tablet/ iPad.
Abstract (representational) and concrete
(environmentally-situated) knowledge can be
integrated.
Augmented reality and game based learning.
Working with representations of real
Peer-to-peer networks make learning more student-
centred.
Air drop and Messages ( if a WiFi connection is available)
allow students to communicate via a mobile device.
The portability of the devices makes it easy for students
to share their work by physically moving the device and
showing it to a peer.
Promotes active learning Learning by doing, Voice and video recording and
applications allow many opportunities for students to
actively create content in ways that suit their learning
styles. Students take an active role in their own learning

2. by through choosing which application they will access to
learn particular skills.
Enable new learning environments Explore augmented reality – Using iPad to “ read” the
room ?
Cloud learning spaces, collaborative spaces.
Increases accessibility for learners with special
educational needs
Touch screen, gestures, visual interface and Siri speech to
text contribute to ease of access for learners with special
needs.
Encourages reflection in close proximity to the
learning event
Learners can quickly move between activities. i.e.
collecting data, analysing data and communicating data ,
from a single location using a single ( mobile) device.
Reduces technical barriers to e-learning Lower cost, easy accessibility, intuitive gestures , possibly
easier maintenance than desktops once processes are in
place