Background of the Study
The development of science and technology has made great contributions to the advent of mobile technologies in recent years (Fujimoto, 2012). It cannot be denied that these mobile technologies made up of mobile phones, tablet computers, and other means of wireless communication change how we live, work, and socialize by allowing us to carry out a variety of daily tasks such as checking email, listening to music, playing games, chatting to friends via social networking, and so on (Pollara, 2011). In addition to the above mentioned benefits, the question arises as to whether mobile devices, especially mobile phones take the potential to contribute to education in general learning in particular.
The fact that there might be some hesitation as well as doubt towards the adoption of mobile devices for educational purposes is conceivable. First and foremost, teachers and educators fear that students can use these devices to perform non-learning activities which can cause distraction to them, and even worse do the cheating in examinations. Furthermore, they express concern over how to manage students’ learning process, and assess and evaluate their academic performance fairly and accurately. However, these drawbacks seem to be minimal, without discouraging researchers and educators from paying their attention to benefits that mobile devices bring to learners. Henceforth, the past several years have witnessed a number of investigations ranging from perceptual to experimental research studies on the use and efficacy of mobile phones, iPods, personal digital assistants, and MP3 players on learning (Fujimoto, 2012; Pollara, 2011; Anaraki, 2008; Stockwell, 2010; Chen & Cheung, 2008; Belanger, 2005). Such studies help justify the merits of these mobile devices as effective learning tools in various educational contexts.
Thus, this current study fills this gap and contributes to the literature by carrying out an inquiry into students’ attitudes towards using mobile phones for learning purposes. The study also explores more detailed information as to what learning skills and subs-kills students would like to acquire on their mobile phones.
Statement of the problem
The classroom is a microcosm of society, and technology is having an increasing impact in schools throughout the country. In the same way that little is known about how technology affects communities in general, little is yet to be known about the effects that increased use of technology is having on school communities, in particular, on the sense of community of classroom learners (Wighting, 2006).