Addressing mobile learning dilemmas in elementary schools

• Main Authors: Cheng, Esther Hui Zhong, Ho, Matilda Ting Hui, Lee, Yi Ming
• Other Authors: Qiu Lin
• Format: Final Year Project
• Language: English
• Published: 2015
• Subjects: DRNTU::Humanities; DRNTU::Social sciences::Psychology
• Online Access: http://hdl.handle.net/10356/63429
• Institution: Nanyang Technological University

The societal-educational technology gap at the turn of the digital era conveyed a need to bring technology into classrooms to bridge and expedite a constructivist approach to learning. Since then, there has been an increasing number of research examining the role of Mobile Learning (M-Learning) in education contexts. However, given the relative lack of studies within elementary settings, our review specifically targeted this level to provide an examination of M-Learning’s effectiveness and assess stakeholders’ influence on the integration within this age group. By doing so, our review sought to reconcile dilemmas of integrating M-Learning into elementary schools, perpetuated by parental and societal concerns. We proposed a threefold interpretation of M-Learning’s effectiveness in terms of three-Es: Engagement, Enhancement and Extension of student learning to holistically complement studies that largely demonstrated positive student learning outcomes on general academic achievements. Our evaluation demonstrated advances to various extents, with engagement scoring the majority, prompting a need for more substantiated conclusions of effectiveness. Sustainability was also a point at hand given largely short-term and one-off studies. We further ascertain potential factors undermining authentic engagement which underpins sustainability, enhancement and extension of student learning. In addition, the neglected and increasingly complex role of parents as partners to their children’s M-Learning scholarship beyond the classroom was discussed. Finally, recommendations were drawn up based on our discussions. We propose that previously held roles and regulations must change to match the fast-moving tide of technology-mediated education for the latter to be successful.