The document discusses 4 case studies that examined how mobile technology can enable student-directed learning. It found that giving students autonomy over their learning with mobile devices, which provided anytime access through familiar functionality, contributed to student-directed learning. Students were able to use mobile devices for 21st century skills and both formal and informal academic and recreational purposes. This radically changed teachers' roles, as students took more control over their learning while teachers took a step back. In each case study, integrating mobile devices into the curriculum allowed learning to become more student-centered.

1. Student-
Directed
Learning

2. What’s the challenge?
 Taking advantage of mobile technology’s
potential presents a challenge to most
teachers whose experience with
interactions, communication, and
learning differs substantially from their
students (Tapscott as cited in Ciampa,
2014).

3. What’s the evidence
 4 case studies using mobile technology
were examined.
O’Sullivan-
Donnell
Ciampa
Hutchings &
Gavins
Kayler & Sullivan

4. What contributed to student-directed
learning?
 Student autonomy (Hutchings & Gavin,
2014; Kayler and Sullivan, 2011).
 Mobile devices provided
anytime/anywhere access and familiar
functionality (O’Sullivan-Donnell, 2013;
Ciampa, 2014).

5. What were students able to
do with mobile devices?
 Used for 21st century skills like critically
evaluating sources, developing projects,
collaborating and communicating with
others, and presenting information
(O’Sullivan-Donnell, 2013).
 Used for recreational, social, and
academic purposes, both formally and
informally (Ciampa, 2014).

6. What happened to the
teacher’s role?
 Radically changed how teachers
interact with students (Hutchings & Gavin,
2014).
 Students became the teacher while
teachers became the student (Ciampa,
2014).

7. Conclusion
 In each case, the integration of the
mobile devices into the curriculum
allowed the learning to become more
student-centered.

8. References
 Ciampa, K. (2014). Learning in a mobile age: an
investigation of student motivation. Journal of computer
assisted lLearning, 30(1), 82-96. doi:10.1111/jcal.12036
 Hutchings, M., Quinney, A., & Galvin, K. (2014).
Negotiating the triple helix: harnessing technology for
transformation. Proceedings Of The International
Conference On E-Learning, 76-85.
 Kayler, M., & Sullivan, L. (2011). Integrating learner-centered
theory and technology to create an
engaging pedagogy for K-12 students and teachers.
Journal Of Technology Integration In The Classroom,
3(1), 99-103.
 O'Sullivan-Donnell, B. (2013). Students' personal mobile
devices in the classroom: a case study of a BYOT district.
(Education Doctoral Dissertation). Retrieved from
Northeastern University Libraries IRis. (number 131).

9. O’Sullivan-Donnell (2013)
 Studied 12 students, 4 teachers, and 1
administrator
 Grades 6-12
 Employed a Bring Your Own Technology
(BYOT) policy

10. Ciampa (2014)
 Studied the students and teacher
 6th grade classroom
 Had access to 10 tablets at the teacher’s
discretion.

11. Hutchings & Gavins (2014)
 Studied undergraduate 300 students
 One goal of the student module was to
increase technology-enabled learning.

12. Kayler & Sullivan
 Studied teachers in a Master’s program
 Observed how teachers interacted with
learner-centered theory:
 to facilitate their own learning as graduate
students .
 as theory into practice with students in their
classrooms.