Constructivism derived from the English word which means the arrangement or structure [3].

The
concept of constructivist learning is a process of restructuring or organizing. While the term
constructivist is the philosophy of knowledge, psychology, teaching and learning theory that emphasizes
existing knowledge. The process of learning is the interaction between new information and previous
information [4]. In the context of learning using mobile applications, learning materials are organized in
a systematic learning style and they went through a structured process. In addition, the learning style is
more flexible, dynamic and attractive. Learning can be linked to previous experiences and constructivist
learning theories can be implemented in a technology based learning environment.
However,multimedia application oriented learning methods need to be explored based on thekey
aspects of mobile applications that give impact to thestudents. These five components are essential for
learning to work perfectly because the concept of learning using mobile applications is material-
centered and student centered learning [5].

In a companion paper (Sharples, 2005) we have developed an analysis of learning as conversation in

context, drawing on Dewey‟s philosophy of Pragmatic Technology and Pask‟s Conversation Theory as
foundations on which to build an account of the process of coming to know in a world mediated by
mobile technology. Another related paper describes how an early version of the framework has
provided a Task Model for mobile learning in the MOBIlearn project (Taylor, Sharples, O'Malley,
Vavoula, & Waycott, 2006). In the remainder of this paper we describe an application of cultural-
historical activity theory to analyse the activity system of mobile learning. We describe the dialectical
relationship between technology and learning through an adapted version of Engeström‟s expansive
activity model (Figure 1) (Engeström, 1987).

In the tradition of Activity Theory we analyse learning as a cultural-historical activity system, mediated
by tools that both constrain and support the learners in their goals of transforming their knowledge and
skills. We have found that in analysing the activity of mobile learning it has helped to separate two
perspectives, or layers, of toolmediated activity. The semiotic layer describes learning as a semiotic
system in which the learner‟s object-oriented actions (i.e. actions to promote an objective) are
mediated by cultural tools and signs. The learner internalizes public language, instantiated in writing and
conversation, as private thought which then provides the resource for control and development of
activity (Vygotsky, 1978).

Authentic learning has great potential to increase the motivation and engagement of students. Using
tools that are familiar to students from outside the school brings learning scenarios closer to the
realworld practice. To make the learning authentic, students should apply the technology constructively
and in a creative way (while solving problems, working on projects, performing experiments, exploring
contexts and

discovering meanings). • Mobile devices and cloud computing support the collaborative activities that
promote creativity, productivity and learning through social interaction. Data exchange and
collaboration with other learners or teachers can happen in both, virtual and face-to-face settings. •
Personal nature of mobile devices enables the individualized learning experiences as they can be
customized at a tool or a task level. This adaption to learners’ specific preferences may also strengthen
the feel of responsibility for their own work and learning outcomes. The above-mentioned promises of
using mobile technology for educational purposes correspond with the constructivist and constructionist
learning theories our research and teaching approach is drawn on. In this paper, we suggest a
conceptual framework for using mobile devices in formal educational contexts, namely the primary and
secondary schools, with focus on the Informatics curriculum. Teachers in schools are expected to adopt
the emerging technologies in a meaningful way [3,4]. We strongly agree with [2], that the design of
mobile learning activities should be always driven by specific learning objectives. The use of technology
is not the target but rather a means to enable activities that were otherwise not possible, or to increase
the benefits for the learners. Mobile technologies may only be suitable for part of the activity, with
other parts being better supported by other technologies, or by no technology at all.
Different theoretical frameworks have been used to explain how concept maps are linked to textual
information in comprehension. Concept maps provide guidance in converting information into a
structure. Another theoretical framework was described in Paivio’s (1986) dual-coding model, which
processes maps visually and processes texts verbally, thereby mobilizing all the available resources in
working memory. Cognitive load theory refers to the total amount of mental effort being used in the
working memory. According to the implication of cognitivism, concept maps can reduce cognitive load
and promote direct attention on learning. All of these models share the principle of limited working
memory resources. Concept maps mobilize increased resources in working memory, enabling learners
to construct a mental model that supports learning processes (Amadieu & Salmerón, 2014).