International Journal of Mobile Learning and Organisation 

About: International Journal of Mobile Learning and Organisation is an academic journal published by Inderscience Publishers. The journal publishes majorly in the area(s): M-learning & Computer science. It has an ISSN identifier of 1746-725X. Over the lifetime, 342 publications have been published receiving 4315 citations. The journal is also known as: IJMLO & Mobile learning and organisation.

Activity theory for designing mobile learning

Abstract: Mobile computing offers potential opportunities for students' learning. It is important to have an operational understanding of the context in developing a user interface that is both useful and flexible. The author believes that the complexity of the relationships involved can be analysed using activity theory. Activity theory, as a social and cultural psychological theory, can be used to design a mobile learning environment. This paper presents the use of activity theory as a framework for describing the components of an activity system for the design of a context-aware mobile learning application.

Applications, impacts and trends of mobile technology-enhanced learning: a review of 2008-2012 publications in selected SSCI journals

Abstract: The use of mobile technologies in learning has attracted much attention from researchers and educators in the past decade. However, the impacts of mobile learning on students' learning performance are still unclear. In particular, some schoolteachers still doubt the effectiveness of using such new technologies in school settings. In this study, a survey has been conducted by reviewing the 2008-2012 publications in seven well-recognised Social Science Citation Index SSCI journals of technology-enhanced learning to investigate the applications and impacts of mobile technology-enhanced learning. It is found that mobile learning is promising in improving students' learning achievements, motivations and interests. In addition, from the survey, it is found that smartphones and tablet PCs have gradually become widely adopted mobile learning devices in recent years, which could affect the adoption of sensing technologies in the future. Accordingly, several open issues of mobile learning are addressed.

Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study

Abstract: In recent years, the teaching of programming and development of fundamental programming concepts at the preschool age has attracted the interest of the educational and scientific community. International research has highlighted that teaching programming to young children has a crucial influence on the development of their cognitive functions. There are currently plenty of available programming environments suited for preschoolers. Researchers are adapting their views concerning the age threshold at which young children can effectively get involved with programming. A new programming environment, which was designed to help preschoolers familiarise with basic programming concepts, in a developmentally appropriate manner, is ScratchJr. This study performs a brief introduction to the characteristics of ScratchJr as well as a presentation of the results of a small-scale pilot study for the evaluation of ScratchJr as means of teaching basic programming concepts in the preschool classroom.

Mobile educational applications for children: what educators and parents need to know

Abstract: The popularity of smart mobile devices is growing fast. These digital devices represent a new generation of technological tools that offer remarkable access to content as well as opportunities for creative use even by young children. Most the best-selling paid apps in the education category are targeted towards children. At the same time, the educational value of those applications is difficult to be determined. Parents and educators, who are turning to those devices for the potential educational benefits they expect for their children and/or their students, have a limited number of tools with which to evaluate these apps. With regard to the literature review, we present the latest findings related to the real educational value of these 'self-proclaimed' educational apps. Our analysis concludes that while there are thousands of apps available today, choosing the most appropriate educational ones for children is difficult and problematic for both teachers and educators.

iPadagogy: appropriating the iPad within pedagogical contexts

Abstract: This paper critiques eight m-learning projects, including four m-learning projects using iPads in 2010 followed by a further four iPad projects in 2011. Using an action research methodology, the authors explore the impact of the integration of the m-learning projects on the pedagogical approaches of these courses. The eight iPad projects present different approaches to the integration of the iPad within a variety of educational contexts. The projects were informed by six critical success factors identified from thirty m-learning projects between 2006 and 2010, and illustrate the potential for the iPad to become a pedagogical game changer.