This document summarizes research on the diffusion of mobile devices in education. It discusses how diffusion occurs through communication over time within a social system. Mobile devices provide benefits like anytime access to content and enhanced interaction, but also challenges like easier cheating and isolating non-technical students. Research found mobile devices can support 21st century skills if barriers to adoption are addressed. Key factors that influence diffusion include the perceived advantages, compatibility with current practices, and complexity of implementation. The document advocates for a decentralized approach led by teachers and targeting early adopters to reach critical mass.

1. DIFFUSION OF MOBILE
DEVICES IN
EDUCATION
Kanelia Cannon
EDUC 7101, Walden University

2. What is Diffusion?
Diffusion is the process in which an innovation is
communicated through certain channels over
time among the members of a social system.
-Everett M. Rogers, Diffusion of Innovations

3. Mobile Devices in Education

4. Need
What problem or need existed that gave rise to
mobile devices in education?

5. Research
What research organization or people developed
a solution to this problem or need? What were
their findings? Who were the “lead thinkers” for
this innovation?

6. Development
What problems did this innovation encounter in
the development process? Who was the
intended audience for the innovation?

7. Commercialization
Describe the
production, manufacturing, packaging, marketi
ng, and distribution of this innovation.

8. Knowledge
Mobile Devices (3G)

9. Persuasion
PROS CONS
Anytime, anywhere access to content. May make it easier to cheat.
Can enhance interaction between and among Could give tech-savvy students an advantage
students and instructors. over non-technical students.
Great for just-in-time training or review of Can create a feeling of isolation or of being out-
content. of-the-loop for non-techies.
Can enhance student-centered learning. May require media to be reformatted or offered
Can appeal to tech-savvy students in multiple formats.
Support differentiation of student learning needs Might render some content outdated
and personalized learning. Could require additional learning curve for non-
Reduce cultural and communication barriers technical students and faculty.
between faculty and students by using Phones can and will go off in lessons.
communication channels that students like. There is an inclusion argument
Facilitate collaboration through synchronous and Bullying
asynchronous communication. Insurance
Versatility of smartphones
http://www.deanz.org.nz/home/conferenceDocs/MacCallum.pdf
http://joanganzcooneycenter.org/Reports-23.html

10. Decision, Implementation, &
Confirmation
M-learning: how much of what has been
diffused? A systematic literature review

11. S-Curve

12. S-Curve

13. S-Curve
 “Education is expensive, and, while donors will give money
for innovation, there comes a time when they would like to
see the innovations turned into mainstream activities.
 The larger portion of the education and training population
(the “early” and “late majority”) (Rogers, 2003), some
vaguely interested, some downright skeptical, have no
evidence that m-learning is effective beyond the pilot and
experimental phase. Every paper that deals with a pilot, or
is focused on the technology, and is not followed up with
further and broader research reinforces this perception.
 From a discipline perspective, it appears that m-learning is
not yet part of the mainstream educational multimedia, and
is still struggling to establish itself.”
-Masters, 2008, p. 5

14. Adopters and Perceived
Attributes
Adopters Innovators/Early Adopters Laggards
•Pre-service teachers •Tenured teachers
•1st year K-12 teachers •Financially unstable school districts
•Financially affluent school districts •Rural school districts
•Schools Demonstrating Excellence (AYP)
Strategies for •Undergraduate courses/instruction •published research beyond pilots,
Adoption •Pilot/Trial programs trials and projects
•Technology and training is readily accessible •evidence that m-learning is effective
•Appealing to them as active users of mobile devices and •Donors/partnerships
applications personally and professionally
Perceived Relative Advantage
Attributes •most learners already have access to mobile devices which helps to lower cost
Needed for •lower selling price of mobile devices
Critical Mass •donors will give money for innovation
•award incentives
•state/district mandates
Compatibility
•How can mobile devices enhance face-to-face learning? Is it effective?
•How is this similar/different from using a personal computer?
•Are mobile devices needed in the classroom?
Complexity
•How much time will this require to implement? Is this more work?
•What strategies will have to utilize?
•How will this be monitored?
•Will there be training/professional development?

15. Centralized vs. Decentralized
I believe a decentralized approach to diffusion
would be most effective for the K-12 educator
and classroom.

16. Key Change Agents
K-12 Classroom Teacher Opinion Leaders
Technology Coaches
Administrators

17. How to Reach Critical Mass?
For the K-12 environment, I recommend that
highly respected individuals within the schools
be targeted (i.e. key change agents) as well as
offering incentives for early adoption.

18. Why is this Needed?
The Partnership for 21st Century Skills is a strong advocate for 21st century
readiness for students. Their Twenty-First Century Student Outcomes
express the skills, knowledge and expertise students need for work and life
in order to be successful:
1. Core Subjects and 21st Century Themes;
2. Learning and Innovation Skills
1. Creativity and Innovation
2. Critical Thinking and Problem Solving
3. Communication and Collaboration
3. Information, Media and Technology Skills
1. Information Literacy
2. Media Literacy
3. ICT Literacy
4. Life and Career Skills
These outcomes require students to communicate, collaborate, be globally
aware, and apply technology effectively.
Partnership for 21st Century Skills. (n.d.) Framework for 21st century learning. Retrieved from
http://p21.org/overview

19. Why is this Needed?
Carly Shuler (2009), a researcher in the children’s
media and toy industry, also recognizes the
needed and added benefits of mobiles devices in
education.
 Improve 21st-century social interactions
 Mobile technologies have the power to promote and
foster collaboration and communication, which are
deemed essential for 21st-century success.
 Fit with learning environments
 Mobile devices can help overcome many of the
challenges associated with larger technologies, as
they fit more naturally within various learning
environments.
Shuler, C. (2009). Pockets full of potential: Using mobile technologies to promote children’s learning. New York: The Joan
Ganz Cooney Center at Sesame Workshop

20. Meeting Our Needs
 The use of mobile devices helps to meet the
21st Century Student Outcomes.
 Learning is not confined to a time and place.
 Easier access to learning
 Increases motivation
 Content is adaptable to meet individual needs
 Improved communication and organization
 Increases independent learning

21. Great Resources
 Number 1: Kids with iTouches video
 Number 2: St Marys City Schools project
 Number 3: Learning 2 go project
 Number 4: 50 Top m-learning resources
 Number 5: Top 50 iPhone Apps for
Educators
 Number 6: 7 Things you should know
about… Mobile apps for learning
E-Moderation Station from Nick Hockly

22. “It is no longer a question of whether we should
use these devices to support learning, but how
and when to use them.”
-Michael H. Levine, the executive director of the
New York City-based Joan Ganz Cooney
Center
Trotter, A. (2009). Mobile devices seen as key to 21st-century learning. Digital directions, 2(4). Retrieved from
http://www.edweek.org/dd/articles/2009/01/09/04mobile.h02.html.

23. References
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http://www.ehow.com/how_2068962_become-office-administrator.html
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 [Classroom laptops online image]. Retrieved from http://www.edugamer.org/app/blog/?p=195
 [Cloud mobile devices online image]. Retrieved from http://wp.synesisintl.com/mobile-development
 [Diffusion of innovations adopter categories online Image]. Retrieved from
http://www.jeffbullas.com/2011/07/19/7-reasons-why-google-drives-hyperactive-engagement/
 [Diffusion of innovations book cover online image]. Retrieved from
http://ebookstore.sony.com/ebook/everett-m-rogers/diffusion-of-innovations/_/R-
400000000000000032727
 [Hero online image]. Retrieved from http://www.shaanhaider.com/2012/01/5-of-best-educational-
apps.html
 [Kids ipad online image]. Retrieved from http://education.kqed.org/edspace/2012/01/18/mobile-devices/
 [Mobile devices online image]. Retrieved from http://blegroup.com/mobile-devices-current-status-and-
trends-2011-2012/
 [Mobile graphic online image]. Retrieved from http://edtechweb.wordpress.com/2010/11/23/week-12-
mobile-wireless-and-ubiquitous-learning/
 [Mobile learning devices online image]. Retrieved from http://learninginhand.com/pbl
 [Pockets of potential online image]. Retrieved from http://www.calvin.edu/~dsc8/mobile-learning.htm
 [Principal online image]. Retrieved from http://www.wcsd.k12.ms.us/tes/index.htm
 [Student ipad online image]. Retrieved from http://empowerbpo.typepad.com/blog/2012/01/give-
students-mobile-devices-to-maximize-their-learning-time.html
 [Students using mobile devices online image]. Retrieved from
http://sigml.iste.wikispaces.net/HigherEducation

24. References
 [Teacher online image]. Retrieved from http://edudemic.com/2011/05/private-school-pay/
 [Working group online image]. Retrieved from http://www.polismed.org/?page_id=1059
 Hockly, N. (2010, June 9). Mobile learning # 6: Six key m-learning resources [Web log comment].
Retrieved from http://www.emoderationskills.com/?p=188
 International Telecommunications Union. (2008). [Graph illustration of cellular phone subscribers].
Five billion mobile subscribers by 2011. Retrieved from
http://stats.areppim.com/archives/insight_mobile.htm
 MacCullum, K. (n.d.). Adoption theory and the integration of mobile technology in education.
Retrieved from http://www.deanz.org.nz/home/conferenceDocs/MacCallum.pdf
 Masters, K. (2008). M-learning: How much of what has been diffused? A systematic literature
review. In Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2008 (pp. 5790-5795). Chesapeake, VA: AACE. Retrieved from
http://www.editlib.org/p/29185.
 Partnership for 21st Century Skills. (n.d.) Framework for 21st century learning. Retrieved from
http://p21.org/overview
 Potential of Mobile Learning Emerges. (2009). Electronic Education Report, 16(2), 4.
 Rogers, E.M. (2003). Diffusion of innovations. New York, New York: Free Press
 Shuler, C. (2009). Pockets full of potential: Using mobile technologies to promote children’s
learning. New York: The Joan Ganz Cooney Center at Sesame Workshop
 The Economist (2011). [Graph illustration on the growth of the gadget]. Mobile devices (3G).
Retrieved from http://conmoz.org/mobile-trends/mobile-devices-3g/?lang=en
 Trotter, A. (2009). Mobile devices seen as key to 21st-century learning. Digital directions, 2(4).
Retrieved from http://www.edweek.org/dd/articles/2009/01/09/04mobile.h02.html.