Contents 1 SOCIAL IMPLICATIONS 2 Learning Environments 3 Social Behaviours 4 Technological Trends and Development 5 References

SOCIAL IMPLICATIONS

The development and implementation of Mobile Learning has had implications and repercussions on social practices in several ways. The very notion of M-Learning amalgamates traditional learning practices and situations with everyday circumstances. Through the social utilisation of M-Learning, the conventional concept of learning has in many ways been redefined through changes to technologies, institutional practices and individual accessibility.

Learning Environments

Mlearning has made the traditional static learning environment unnecessary. Learning institutions, including schools, universities and work environments have been forced to adapt to these changing situations and utilise the notion of Elearning and individualised education. Universities and schools are more commonly implementing programs and curriculums through mobile devices. It is expected that one of the main social implications of Mlearning is it and “traditional learning will become indistinguishable in the near future�? however, “The intention with mobile learning is not to take the place of the classroom or hands-on experience, but to enhance its value.�?(DeViney etal, 2004) While economic and social differentiations continue to exist, traditional teaching and learning methods will also have to remain in place.

Social Behaviours

The establishment of mobile learning and teaching methods has had and will continue to have implications on social behaviour and interaction. The mobility of learning and learning technologies has resulted in less social, more individual practices. People are able to conduct their own methods of learning and sustain longer levels of entertainment through the use of mobile devices. However, at the same time there is also an increased level of interaction and communication (especially in universities) between students and teachers. While this interaction is not face to face, constant access to communication devices has shown an increased likelihood for students to confront issues and ask questions through the utilisation of those devices.

Technological Trends and Development

To adapt to the mobility of education, technological developments have been forced to move in that direction. There is a clear shift in production, distribution and consumption from static and hefty devices to mobility, speed and practicality. To comply with this, technology designs have become far more focused on physical representation and mobility. Designs are smaller and more compact making ease of use and convenience the main priorities. There is a growth in the consumption of multifunctional products including PDA’s, Laptops, IPods and MP3 players. Technology use is no longer restricted to indoors but is now applicable to all environments and circumstances, and services a more convenience prioritised lifestyle.

References

Alexander, B. (2003) 'Teaching in the Wireless Cloud' retrieved from www.thefeaturearchives.com/35265.html Accessed 26 October 2005

Deviney, N. and Von Koschembahr, V. (2004) 'Learning goes Mobile' retrieved from www.workindex.com/editorial/train/trn0402-02.asp Accessed 20 October 2005.

Jasmine McCormack 11:13, 28 Oct 2005 (EST)