MOBILE LEARNING: EXPLORATIONS THROUGH
Sharon Brown-Peters and Sujoy Chaudhuri
Today’s digital natives are accustomed to instant access, immediate feedback, and the ability to obtain
information at will (Rogers, 2011, p. 4).
Mobile technologies are a way of life for the majority of young people and ASB is no exception. As a
forward thinking, innovative organization ASB is committed to integrating emerging technologies to
impact teaching and learning. The world of work has changed significantly and schools are required to
prepare young people for the current and future workplace. As Halverson and Collins state “technology
gives us enhanced capabilities for educating learners and schools should embrace these technologies to
reshape education” (p. 9).
Until the end of the 2011-12 school year, ASB’s 1-to- 1 program required every student in the middle and
high schools to purchase a specific model of a tablet PC. In August of 2012, the school transitioned from
this standardized device model to a Bring-Your-Own-Device (BYOD) program for all students in the middle
and high schools and as an option open to students in grades 4 and 5. Starting January 2013, the school
became BYOD for grades 4 to 12. The rationale for the BYOD program is to make an impact on teaching
and learning by providing better and greater opportunities for personalized learning. While the BYOD
program has been a solid success, the growth and potential of the use of mobile devices, such as tablets
and smartphones, to support learning cannot be ignored. Thus, in September 2012, the ASB Research and
Development team asked the question:
Can mobile device technologies further enhance student learning at ASB?
A task force was assigned to research the potential uses and advantages of incorporating a secondary
device, such as a tablet or smartphone, into the classroom. The intended outcome for this group was to:
Determine if a mobile device will be beneficial to learning.
Identify if there is a specific device that is more beneficial/less beneficial
Examine if students could maintain and control the devices individually
Process and Our Learnings
In November 2012, the task force reached out to the ASB teachers to solicit volunteers who would
participate in an exploration of mobile devices and mobile learning in the classroom. Three teachers,