Mobile technology has impacted pedagogical studies in a classroom and influences educators on their teaching practice (Domingo, 2016). Mobile technology is becoming more advanced throughout the 21st century and practitioners recognise the awareness of technology and the support it maintains in classroom learning (Herro et al, 2013). Technology resources within a educational environment include wireless devices; smartphones; iPads; iPods; gaming system; tablets; and laptops (Gibb, 2015). Educators believe that mobile learning develops three pillars of knowledge that includes constructive learning, collaborative learning and situated learning (De Jong, 2001 cited in Ryu & Parsons, 2009). Although, practitioners may experience a lack of confidence and awareness when using mobile technology (Leggatt, 2016). Using technology and social media, I have gathered primary research on the influence of mobile technology in a classroom.
References
Domingo, Marta Gómez. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, pp. 21-29
Gibb, N. (2015). Impact of smartphones on behaviour in lessons to be reviewed. Online at: (https://www.gov.uk/government/news/impact-of-smartphones-on-behaviour-in-lessons-to-be-reviewed). Accessed 17th November 2016.
Herro, Danielle. Kiger, Derick, & Owens, Carl. (2013). Mobile Technology: Case-Based Suggestions for Classroom Integration and Teacher Educators. Journal of Digital Learning in Teacher Education, 30(1), pp. 30-40.
Leggatt, S. (2016). Overcoming the barriers of distance: using mobile technology to facilitae moderation and best practice in initial teacher training. Journal of Further and Higher Education, 40(3), pp. 432-446.
Ryu, H., & Parsons, D. (2009). Innovative Mobile Learning Techniques and Technologies. Hershey: IGI Global.
