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Mobile devices enable pupils to decode edificial remains and symbols by spontaneously accessing additional information electronically. This article provides guidelines for mobile learning in history on the basis of mobility and enquiry- and design-based learning. The authors explore ways in which pupils may use their mobile devices to create innovative forms of collaboratively generated products like digital stories or geocaches. By drawing on social networks in order to promote discussion and publications, such products entail social participation and commitment. Mobile history learning also helps pupils to understand public debates about history, memory, and identity.

Hoy en día la educación es generada por diferentes medios digitales, el conocimiento se adapta a las diferentes formas y tiempos.

There is increased concern to offer quality education in schools, especially at a time when the quality of education has been compromised owing to over enrolment in schools. This over enrolment has been occasioned by countries striving to achieve Education for All (EFA) and MDGs. Kenya, like many African countries in the Sub Saharan Africa is grappling with how to offer quality education against the backdrop of overpopulated classes. Teachers therefore need professional development to acquaint them with skills and knowledge of how to teach in the aforementioned conditions. However, lack of finances has continued to hamper these efforts, especially for teachers in the remote areas of the country. The government of Kenya has increased the access to mobile telephony to over 60% of the population. // This concept paper explores the various affordances and challenges therein, on using ICT and ODL to give professional development to teachers by use of short message services (SMS), face book to form information sharing forums, and internet generally to carry out open distance learning (ODL) courses. This capacity building of teachers will enable them to learn how to teach effectively large classes, while observing the current theories of learning like social constructivism and gender responsive pedagogy. These initiatives will all be geared towards offering equity and quality education to both boys and girls. // This paper will also explore readiness of teachers to take up ICT in supporting their professional development and if any, how they can use it to support pedagogy in class. // Paper ID: 162

Mobile learning plays an important role in developing both learning and teaching approaches in institutions of higher learning. However, a successful implementation of mobile learning strategies in Kenyan universities will largely be affected by users' readiness to adopt and use this technology. Despite the effort by the Government of Kenya through the Ministry of Education, Science & Technology to encourage the use of technology in improving access to knowledge and skills in learning institutions, most learners and instructors have not sufficiently embraced this innovation. The purpose of the study was to determine m-learning readiness in the Kenyan Universities and create a model for adoption by these Universities. The purpose of this paper is to examine factors that affect the adoption of mobile technologies usage on mobile learning readiness among learners and instructors in Kenyan universities. A multiple regression analysis model was used to analyze the data collected from 555 participants (363 university students, 173 lecturers, and 19 heads of departments). The results of the study show that attitude, perceived ease of use, perceived usefulness, device type, m-learning content, internet availability, internet affordability, user expertise and institutional ICT strategy significantly influence the ability to use mobile devices and mobile learning readiness. The results of this research provide practitioners, educators and policy makers with meaningful insight into designing an appropriate m-learning model that supports the use of technology in Kenyan universities.

Mobile Learning - das Lernen mithilfe von kleinen drahtlosen Geräten wie Smartphones - etabliert sich als Möglichkeit, selbstgesteuerte Lernprozesse in tägliche Arbeitsabläufe einzubinden, ortsunabhängig Zugang zu Informationen, sozialen Netzwerken oder Lern- und Arbeitswerkzeugen zu haben bzw. auf kleine Lerneinheiten für einen situativen Abruf zugreifen zu können. Unternehmen und (Hoch-)Schulen haben das Potential mobilen Lernens entdeckt. In diesem Sammelband wird das Thema Mobile Learning grundlegend behandelt. Zudem berichten die AutorInnen aus Wirtschaft und Hochschule anhand von Praxi

This study aims to identify the benefits of mobile learning in the English Language from the perception of learners and teachers in the Departments of English within the Colleges of Education of three Sudanese Government Universities. It also aims to investigate the teachers' attitudes regarding using mobiles in English language learning. The case study was used and mixed methods were applied to collect both quantitative and qualitative data, a questionnaire was used to gain the participants responses. The questionnaire was conducted with 90 English language learners while nine staff members were interviewed. The Statistical Package for the Social Science (SPSS) was used to analysis the acquired data. The results of the analysis revealed the following finding: 1) Regarding the benefit of using a mobile phone for learning English language, the results confirm strongly that using a mobile phone has several benefits for learners, among them it is very effective in learning English language, second it is an assistive tool for creativity, in addition to that it enables students to learn English inside and outside the classroom, furthermore, it will make students more productive to finish their lessons, achieve their assignment and join their colleagues in sharing knowledge and experience. 1) Concerning the teachers' perceptions regarding mobile learning adoption in their teaching process, the interviews revealed that, the teachers have positive attitudes towards mobile learning adoption. 2) The teachers explored that there are various barriers hinder the use of a mobile device in learning the English language, and these barriers affect negatively on the use of a mobile device as a learning tool. This study implication' is that the mobile is assistive tool for language learning and it needs to be considered in educational field particular the curriculum design and material development. Article visualizations: