Topic: Mobile technology essay

Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com

This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.

Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/03075079.2015.1007946

This article looks in depth at university undergraduates use of technology, a broader scope not limited to cell phones. The main ideas focus on a survey of 1658 students, identifying the distinct benefits and exactly what the students have deemed particularly helpful in their education. The paper explores why they deem certain technologies to save time, allow flexibility, and/or manage and organize better. The authors use this text to investigate any similar characteristics behind the positive incorporation of technology by the students, and how the overall introduction of this medium into tertiary education has not transformed the learning experience vastly but enhanced it in different ways for different individuals. The main contributor of the piece is well versed in the subject matter of education and technology crossovers, as evidenced by his many presentations at eLearning conferences, and his position on two peer-reviewed journal editorial advisory boards. The credibility of the second contributor is no less extensive, having edited a journal dedicated to learning and technology, and carrying out research on digital technology for the Australian Research Council. In terms of currency of the 2015 piece, whilst technology is ever-evolving, the basic principles discussed are timeless in the regard that the students report on the helpfulness of general watching, recording, replaying as the main practices, and not specific to an application usability in itself. This journal article is relevant to the topic in demonstrating well defined research linking the beneficial use of technology in the learning environment and successful incorporation by the students.

Makoe, M. (2013). Outlooks and Opportunities in Blended and Distance Learning: Advances in and Distance Learning. (pp.114-128).
Retrieved from https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/home.action

This chapter delves into pedagogic approaches regarding the favourable involvement of cell phones for students of distance education, this is achieved by using the basis that social interaction is critical in succeeding in the learning environment. The main idea of this text is focusing on examining the learning ideology and exploring the integral role of peer communication using mobile technology as the primary methodology. The authors have focused on researching the effects of the platform, MXit, a popular and affordable instant messaging program developed in South Africa that has been successful in its aim to connect young distance learners. The author of this chapter is affiliated with the University of South Africa, which may influence bias over the content that is heavily reliant on promoting the success of this messaging application as a basis for research claims. The study provides insight into demonstrating how this technology functions with positive results in a developing country such as Africa. Being published in 2013, the current relevancy of the article is debatable, and would have to be cross examined for updated research if included in the upcoming essay. However, this text is useful in assisting with the essay topic due to the alternate perspective from research being carried out in a country behind Australia in terms of technological advancement. Whilst relating to the topic directly, it provides a clear analysis into multiple elements of the learning process, to consider when applying the use of cell phones particularly to modern distance education students and draws relevant examples from other researchers.

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