The Impact of Mobile Assisted Language Learning (MALL) on Phrasal Verbs of Iranian Intermediate EFL Students

This study investigated the impact of Mobile Assisted Language Learning (MALL) on phrasal verbs learning in EFL context. Participants were 40 intermediate Iranian English learners. They were randomly divided into experimental and control groups of 20 each. The instruction of the control group was limited to the class activities but the experimental group received the instruction through Short Messaging Service (SMS) on their smart cellphones and worked with a new phrasal verbs learning application by Cambridge University Press called Phrasal Verbs Machine (PVM). The analysis of the data revealed that MALL instruction was more effective than in class language learning instruction. Results of the study indicate that smart cellphones as a tool for language learning provide a platform for language learners to use the language actively.

Using Mobile Phones for Assessment in Contemporary Classrooms

The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design of m-assessment. Future research directions were described.

Mobile-Assisted Language Learning

This chapter outlines practical findings from the emerging body of research on Mobile-Assisted Language Learning (MALL). After briefly situating the conversation within a framework of how best to use technology for language instruction, the chapter opens with a review of what we know about how to use mobile technology for language learning. Then, the discussion turns to how to best apply these findings in various instructional contexts, including K–12, higher education, and workplace training. By the end of the chapter, students will have both a solid understanding of how mobile technology can facilitate second language learning as well as concrete examples of how to develop and execute a mobile language learning strategy in various educational contexts.

EMxC3 = e&mLearning Cultivating Connected Communities

This chapter covers the building of an ecological system to convert a workforce development organization to adopt blended electronic and mobile learning (e&mLearning) as part of its processes and practices. The chapter describes the organic approach to diffuse the technological innovation to cultivating supportive teaching and learning communities. Starting with the process of establishing and implementing an academic vision and strategy, the building of a blended, electronic, and mobile learning criteria taxonomy, as well as a technology integrated educational framework. The results and findings of the implementation of an LMS as the foundation of the e&mLearning vision is also shared followed by recommendations from current successes and organizational needs.

Augmenting Education

This chapter covers research surrounding augmented and virtual realities as types of mobile technologies for teaching and learning. The efficacy of these technologies as mobile learning tools will be presented and how these technologies might be used to enhance or even create contemporary classrooms such as virtual operating theatres and virtual tours while on-the-go. The chapter will also present some conclusions that can be drawn from various augmented and virtual realities research using Google Glass and Google Cardboard as well as challenges and concerns in terms of privacy and detachment from physical reality. Finally, this chapter presents examples of how Google Glass Explorers use AR devices to deconstruct traditional segmented classrooms and reconstruct modern-day learning communities where teaching, learning, collaborating, and sharing become integrated.

Mobile Learning for Social Change

This chapter focuses on how mobile apps and smartphones can be used to enhance democratic education in schools and society at large, why such opportunities need to be more seriously considered as integral to the school learning environment, and how it can empower citizens for civic engagement. Using Dewey's philosophy of democratic education this chapter provides examples of mobile apps designed through classroom, community-based or after school programs that provide youth with coding training opportunities as well as macro-level highlights of civic engagement for social change. Reviewing theories of technology – from determinism to social embeddedness – this chapter reflects on the inherent “democratic” design of mobile technologies, as well as the challenge to embrace the interest that youth and society in general have for mobile app use. It is a call to promote mobile-driven democratic education in an environment encouraging continuous learning as well as cultivating and leveraging mobile technologies to develop an informed public voice and participatory agency.

Training for Mobile Journalism

In just over five years, the growth of mobile communication has changed the practice and teaching of journalism in higher education as well as practice in the media industry. New devices and tools are released and adopted in rapid cycles. Social-media platforms thrive in the mobile environment. Journalists and journalism organizations are forced to explore new practices, while higher education works to integrate new methods into its curriculum. The author, an early adopter of mobile tools in practice, training and in higher education, examines the changes that have led to the mobile era, the new jobs now available, and how industry and academia are adapting.

Mobile Apps, Universal Design, and Accessibility in Schools

This chapter focuses on how mobile applications may be used to enhance accessibility for individuals with disabilities in the educational setting as well as to encourage the development of apps that embrace universal design principles. Smartphones and tablets, often by default, provide alternative accessible features addressing the needs of individuals with visual, auditory and/or physical disabilities. As schools make the leap into the mobile age it is imperative to explore mobile applications developed with the universal design learning framework in mind and intent to provide equal access in learning environments. Increased use of mobile apps in the classroom goes hand in hand with the growing popularity of these tools in everyday life outside of the school context, and this chapter is a call for greater engagement with mobile applications that have been designed to be accessible for individuals with disabilities, and to promote a more collaborative and equitable learning environment.

Visualizing the Evolution of Mobile Learning Research

The aim of this research is to investigate the scope and change of mlearning literature taking stand from the author co-citation patterns revealed in the publications between the years 2002 and 2015 in mlearning field. This study uses the author co-citation analysis, a kind of bibliometrics, and PFNET analysis to obtain the intellectual structure of mlearning field. In this study, it was found that the mlearning research focus on design and effectiveness of mlearning environments, developing a pedagogic framework for mlearning, adoption and proliferation of mlearning assisted language learning, collaborative mlearning and augmented reality. Assessing the results of factor analysis together with the PFNET graphics, it can be said that these subfields are the fundamental orientations of the field and the main themes of the field will be these subjects in following periods as well.

Incorporating Touch-Based Tablets into Classroom Activities

This chapter explores the role of computational thinking in Science, Technology, Engineering, and Mathematics (STEM) learning and proposes effective classroom strategies that foster computational thinking. In a study conducted in an elementary after school classroom, the authors found that incorporating Computational Perspective Practice (CPP) to STEM subjects fosters higher-level cognitive thinking skills as well as learning in STEM domain. The 10 week-long after school program demonstrates positive effects of incorporating CPP to embodied activities in mathematic units prior to programming practice on learning coding as well as mathematics. The chapter concludes with recommendations for interweaving physical activities and a tablet-based programming application into elementary-level STEM classrooms.