sineads
Sinéad Smith
<EMAIL_ADDRESS>Ontario Tech University
Abstract
Mobile devices are now widely used in primary education settings to support the curriculum and engage students. This literature review supports and informs integration efforts in response to the rapid and increasing shift to integrating mobile technology for education. Current practices around mobile technology use in the primary classroom and the benefits and limitations are explored. The key findings determine that mobile self-directed learning opportunities increase student engagement and boost motivation. Further investigation revealed that teacher attitudes, distractive properties, and technical and connectivity issues were areas of concern. This review will include the important findings of our study, followed by a description of an educational technology example and suggestions for additional research. The goal is to inform future research efforts, adding value to the growing body of research on teaching and learning through mobile technology in the primary education sector.
Keywords
educational apps, mobile device, mobile learning, mobile technology, mobile technology integration, primary education
Introduction
The introduction of mobile technology has changed the way students interact, learn, and play. Technological advancements and mobile devices, including iPads, tablets, smartphones, and wearable technology, have impacted learning and information processing (Camillieri & Camillieri, 2020b). Mobile learning is the “use of personal electronic devices to engage in learning across multiple contexts via social and content interactions” (Bernacki et al., 2020, p.1). The design and functionality of mobile devices make them a desirable option for children. The joint offerings of mobile technology and educational applications include opportunities for learning in and out of the classroom and at any time (Lim & Churchill, 2016).
Recent studies have observed that children eight years and younger spend an average of two hours daily with digital technologies. This average has tripled since 2011 (Bernacki et al., 2020). Children use mobile technology largely to stream videos and play games on online platforms. Mobile applications are accessed for educational and entertainment purposes (Meyer et al., 2021). This increased usage, access, and popularity of mobile technology coincide with a shift in educational practices.
Through an analysis of the research available, this chapter will discuss the opportunities and challenges of mobile technology use in primary education and the implications for mobile technology integration. This analysis will reveal such characteristics, identify an example of mobile implementation in education, and conclude with further implications.
Opportunities
Digital learning technologies hold great potential to improve student knowledge and skills in an informal manner (Camillieri & Camillieri, 2020b). Experiences with mobile devices offer opportunities to en