An International Look at mLearning

Marcus Ragus wrote "mLearning: A Future of Learning" which discussed the growth of mobile technology around the world and its impact on education or in some cases the lack there of. Ragus provides an interesting look on how mobile technology is used in Asia and Europe. He also provides an explanation of why mLearning hasn't been excepted in the mainstream educational environment. The following excerpt from his article really drives the point home about the future of mobile technology development and what traditional educational institutes need to do to incorporate it into the classroom.

"Technology impacts, are we informed?

Hirsch (2005) believes that the education sector needs to put more effort into understanding the technological ‘tools’ that the current population is accessing in day to day life. He looks at current world wide trends in technologies and ponders why these developments are happening at all and why is it that the large companies that dominate this sector spend billions on these types of innovations.

"Why did Texas Instruments announce the production of new chips that provide high definition television on cell phones? Why does Europe already have wireless video services that allow you to watch TV via your cell phone even as you travel? Why do students in Japan demonstrate that they can thumb keyboard at rates approaching a traditional keyboard user?

……Why does a software application like CoffeeCup Wireless Web Builder exist to create web screens that operate in a cell phone size? Why does a website catering to cell phone users like WINKsite exist and continue to grow exponentially? Why have Nintendo and Sony introduced new game systems that have built-in ethernet wireless capability and Internet browsers, along with touch screens and USB ports? (Hirsch 2006:para.6-7)"

There is no doubt that the learning sector has to ask are we informed? Why procrastinate with numerous articles that often repeatedly focus on what is m-learning, is it really happening and is it of any benefit? We need to move on and start to produce complete working models for organisations, staff and learners. These models should allow for automated, systematic solutions for day to day operations and delivery, from automated mobile data recording, such as roll and enrolment, through to resource and learning pathways. The greater plan would blend fixed technology infrastructure with that of the flexible mobile spectrum, connected through affiliated telecommunication infrastructure and wireless networks.

We need to incorporate the technology as a ubiquitous component of day to day learning. Whenever the learner needs to use the technology as part of their learning they should be able to access it. Currently we have fixed technological infrastructure, such as regulated computer labs, where access for learners is limited and ‘just in time’ learning essentially can’t take place.
This type of environment tends to turn technology use into an event rather than treat technology as a tool to be used as necessary. Having technology in the classroom, ready to use at a moment’s notice, makes it possible to move beyond learning about technology and get to learning with technology (Hirsch 2006:para.13).
There needs to be a better understanding, particularly within traditional learning delivery areas, that this technology is here to assist in, and be part of, a range of flexible delivery options..." (Ragus 2005)