Topic Author Key Terms

Using online system to Improve John-Harmen Valk,

faculty information and
1 Ahmed T. Rashid, Educational Outcomes
Evaluation of Cagayan State and Laurent Elder
University-SM

Evidence-based development
and evaluation of mobile
support apps for people Miklos GYORIa , Krisztina
cognitive
2 STEFANIKb, and Ildikó Mobile Cognitive
on the autism spectrum: KANIZSAI-NAGY
methodological conclusions from
two R+D projects

What is the Potential Impact of Potential Impact in

3 Using Mobile Devices in Sam Goundar Education
Education?

4
 URL

http://www.irrodl.org/index.php/irrodl/article/view/794/1487

file:///C:/Users/DELL/Downloads/_PAPER_MANUSCRIPT_FINAL_gyori-stefanik-kanizsainagy_AAATE2015_PUBLIC.pdf

http://globdev.org/files/Shanghai%20Proceedings/14%20REVISED%20Goundar%20Using%20Mobile%20Devices%20in%20Edu
 Relevant Statement from the reference Paraphrase

Despite improvements in educational indicators, such

as enrolment, significant challenges remain with regard
to the delivery of quality education in developing
countries, particularly in rural and remote regions. In
the attempt to find viable solutions to these challenges,
much hope has been placed in new information and
communication technologies (ICTs), mobile phones
being one example. This article reviews the evidence of
the role of mobile phone-facilitated mLearning in
contributing to improved educational outcomes in the
developing countries of Asia by exploring the results of
six mLearning pilot projects that took place in the
Philippines, Mongolia, Thailand, India, and Bangladesh.
In particular, this article examines the extent to which
the use of mobile phones helped to improve
educational outcomes in two specific ways: 1) in
improving access to education, and 2) in promoting
new learning. Analysis of the projects indicates that
while there is important evidence of mobile phones
facilitating increased access, much less evidence exists
as to how mobiles promote new learning.

A growing body of evidence confirms that digital tools have

key potentials as assistive and educational tools for people
with ASD [4][5]. Among them, mobile apps allow the transport
of certain elements of support across different contexts. This,
if successfully operationalized, is a key benefit for people with
ASD as generalization of acquired skills across environments is
often limited in autism, resulting in difficulties in using these
skills in others than the original context of learning [6].

Mobile devices are becoming ubiquitous in the world today.

With the power of portable computing in the hands of
everyone and anyone, the time has come to consider using
mobile devices for education. While ICT in education has been
trialled, results have been mixed. Mobile devices are also ICT
devices, so why should we still consider using mobile devices
in education and what is its potential impact on the
stakeholders. This paper provides an overview of what is out
there and explores the opportunities and issues in regards to
using mobile devices in education
 Parts of the Paper

Introduction/Methodology

Introduction/Methodology

Introduction/Methodology
 Bibliography

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*Akers, J. C., Ksoll, C., and Lybbert, T. (2010). ABC, 123: Can you Text me Now? The Impact of a Mobile Phone Literacy Program
(2009). Introduction. Mobile Learning: Transforming the Delivery of Education and Training. Athabasca, AB: Athabasca Universi
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