IMPLICATIONS OF M-LEARNING IN A MODERN CLASSROOM

While many educators are hesitant to implement Integrated Classroom Technology (ICT) into their curriculum, empirical evidence has shown the need for teacher training of such technology in order to effectively instruct learners of this generation. Various educational theories, such as constructivism, work interdependently to support the m-learning style of knowledge acquisition. In addition, ICT supports problem based learning (PBL) theory that, according to Hung (2011), learning is constructed by exploration and investigation of a problem in order to solve it.

As a process, technological learning aims at fulfilling and supporting four major key components; active engagement, interaction, feedback, and connection with the experts. Technological learning can serving as a driving force in learning processes such as project based learning or collaborative learning environments. Advancements in technology require that educational standards, which are achieved by all students and the way in which they are achieved (frameworks), be altered to support the learners of today, so that they are better prepared for the 21st Century job market (Richardson, 2012).