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connectivity in developing countries, the uptake is greater than in developed countries (ITU, 2013). There are many ongoing projects in developing countries that are trying to bring the education to the people since many live in remote locations and cannot afford to go to distant places to access education. Also, there are many initiatives around the world that require the use of wireless mobile technologies to achieve the goals of these initiatives. This includes the Education for All goals that are being implemented by UNESCO with help from a variety of organizations from around the world (UNESCO, 2000, p.8). The most efficient way to achieve these goals is by using mobile technology to reach the people who were unreachable in the past. Some citizens in remote regions and in developing countries have mobile technology that they can use to learn. This will require that teachers be trained to use emerging learning technologies to educate citizens and the teacher role will change from lecturing to that of facilitator of learning.
Mobile Technology and Learning
As the mobile technologies become more user-friendly and powerful, they will be used more widely in education. In a device-centric view, mobile learning is often equated with the mobile phone, the PDA, or more recently, the tablet computer/iPad.
The technologies will become multi- purpose for learning and to complete other everyday activities such as socializing, doing business, etc. Quinn (2010) identified the 4 Cs (Content, Computer, Communicate, and Capture) of mobile learning which shows the value of mobile technology for learning. The mobile technology can be used to deliver the Content, including multimedia content. The teacher can use the computing power of the mobile technology to develop simulation and games and can prompt the learner for data and then process the data. The learner can capture information using the capture features such as camera, audio, GPS, sensors, etc. to capture information for learning and sharing. The Communication features of the mobile technology allow the learner to communication with other learners and the teacher and to share information. The authors will add a fifth C and refer to this as Coordinate where the technology will have some intelligence to determine the learner’s progress, style of learning, learner problems, etc. and prescribes the appropriate learning activities for the learner. There has been considerable interest in the use of mobile learning in education. Mobile learning is not yet part of mainstream professional learning. This is apparent from the number of conferences on mobile learning and the extremely successful Mobile Learning Week Symposia hosted by UNESCO in Paris in December 2011 and in February 2013. The question is: “Why the increasing interest in mobile learning?” Mobile learning removes barriers to learning since people in remote locations can use wireless mobile technologies to access learning materials from anywhere and anytime without having to leave their families and communities. A shift in interpretation of mobile learning can be figured out, emphasizing “
with mobile devices
” e.g. by creating authentic learning experience to solve real life problems: Mobile