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'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests. 
This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.

Exploring the use of blogs as learning spaces in the higher education sector

Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within teacher development. The present qualitative synthesis of quantitative and qualitative research aimed to address trends and gaps observed in the literature regarding the integration of mobile learning into teacher education. Six main findings emerged: (a) there is an increasing trend in integrating mobile learning in teacher education contexts; (b) theoretical and conceptual perspectives are scarcely reported; (c) variations exist in perceptions, attitudes and usage patterns; (d) engagement with mobile learning and devices is primarily reported as being beneficial; (e) challenges were scarcely reported; and (f) several pedagogical affordances support mobile learning integration into teacher education settings. These findings have been interpreted to determine their implications on the development of mobile learning experiences in teacher education, including programmatic directions for integration and study.

https://www.jstor.org/stable/jeductechsoci.17.4.17

A Review of Research on Mobile Learning in Teacher Education

This study examined the digital native-digital immigrant dichotomy based on the results of a study involving 1095 teachers from two states in the southeastern United States. The study focused on age as it relates to the relationship between the type of mobile phone they owned, their support for the use of mobile phones in the classroom, their perceptions of the benefits of specific mobile features for school-related work, and their perceptions of instructional barriers. The results indicated that the age of the teacher matters, however, not as suggested by Prensky (2001). There were no significant differences in the findings for the teachers who were less than 32 and the ones who were 33-49; however, they both significantly differed from those over 50 in mobile phone ownership and support for the use of mobile phones in the classroom as well as in their perceptions regarding the useful mobile features for school-related work and instructional barriers. In each instance, the older teachers were less likely to own smartphones, were less supportive on all items, were less enthusiastic about the features, and found the barriers to be more problematic.

Teacher perceptions of using mobile phones in the classroom: Age matters!

Mobile learning has become widespread, and higher education institutions have started adopting mobile technology to cope with the needs of students. Despite its adoption in higher education settings, little research has been done to examine factors influencing the adoption of mobile learning management systems (LMSs) and the learning effects on students' academic achievement. To explore the relationships among factors and the educational effectiveness of mobile LMSs, students' demographic backgrounds (age and employment status), self-reported psychological data (self-efficacy, innovativeness, perceived ease of use, and perceived usefulness of mobile LMSs), and external factors (subjective norms) were collected from 1604 students from 10 repetitions of the same course in an online university in Korea, in addition to their test scores. The logistic regression results showed that age and employment status were significant factors in predicting students' adoption of mobile LMSs and that there were potential connections between mobile LMS use and students' gender, age, and psychological characteristics. In addition, the study demonstrated that the use of a mobile LMS positively influenced online students' academic achievement. The findings from this empirical study present a better understanding of students' usage of mobile devices in higher education. Factors influencing the adoption of mobile LMS were investigated.The use of mobile LMS was affected by multi-dimensional characteristics of factors.The use of mobile LMS had a positive relationship with students' achievement.

The use of a mobile learning management system and academic achievement of online students

This study examined the perceptions of 245 preservice teachers in Kentucky and Tennessee to determine their support for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that they view as beneficial for school-related work, and the instructional benefits and barriers to mobile phone use in the classroom. The results indicated that almost half (45%) of preservice teachers supported the use of mobile phones in the classroom while one-fourth (25%) did not support their use and approximately one third (30%) reported uncertainty. The preservice teachers perceived many features/functions of mobile phones as being useful in the classroom, but they identified access to the Internet, clicker capabilities, use of educational apps, and use as a reader as the most valuable. They perceived cheating, disruptions, cyberbullying, and accessing inappropriate content as major barriers to the use of mobile phones in the classroom. Most useful features are accessing the Internet, using as a clicker and using an educational app.Primary benefits are developing digital fluency and providing anywhere/anytime learning opportunities.Primary barriers are cheating and disruption to class.Primary disruptions are texting, playing games and tweeting.

Mobile phones in the classroom

This study employed a survey to examine the perceptions of 92 preservice teachers enrolled at a small Midwestern liberal arts university regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the classroom. The study also compared the perceptions of the preservice teachers classified as digital natives with those of the preservice teachers classified as digital immigrants (Prensky, 2001) to determine if there was a relationship between perceptions and age. Results from the analysis of the survey indicated that although most of the preservice teachers were unsure about allowing cell phones in the classroom, they indicated that the devices’ calculator, access to the Internet, and audio player features provided instructional benefits. In addition, more than half identified anywhere/anytime learning opportunities, increased student engagement, opport...

Cell Phones in the Classroom: Preservice Teachers’ Perceptions

When mobile phones first appeared in the classroom in the 1990s, they were perceived by teachers as classroom disruptors and banned by schools. In the ensuing decades, mobile phones have evolved until they can perform most of the tasks performed by a desktop computer, and do so from almost anywhere. In 2012, UNESCO asserted that mobile devices, because of their ubiquity and portability, were positioned to influence teaching and learning in a way personal computers never did (p. 14). Ninety percent of American adults own a mobile phone (Pew Internet Research, 2014,) and almost two-thirds are now smartphone owners (Lenhart, 2015). Seventy-eight percent of teens own a mobile phone (Madden, Lenhart, Duggan, Cortesi, & Gasser, 2013), and nearly three-quarters own or have access to a smartphone (Len- hart, 2015). Access to mobile phones is seen as a way to provide teachers and students with a wide range of benefits that are associated with mobile learning (M-learning) including:(a) offering students multiple entry points and learning paths and allowing for differentiated learning; (b) enabling multiple modality via mobile devices by which students have a tool to create a different learning artifact to suit their needs; (c) supporting student improvisation in situ, student may improvise as needed within the context of learning (e.g., take pictures to illustrate learning connections); and (d) supporting learning creation on the move with an ease of creating and sharing artifacts. (Liu, Scordino, Renata, Navarrete, Yujung, & Lim, 2015, p. 356)In addition to providing teachers and students with these benefits, the pervasiveness of mobile phones can assist schools in addressing both the traditional and new digital divide. Traditionally, low SES and minority students have had less access to technology than their more affluent, White classmates; however, research indicates that poor and minority individuals have been reducing this traditional digital divide by accessing the Internet via their mobile phones (Lenhart, 2015). A new digital divide has emerged, however, between the low levels of access schools have to technologies in comparison to students' access outside of school. By allowing students to use personal mobile phones, schools can potentially reduce this divide.The benefits claimed for mobile phones in the classroom have caused an increasing number of schools to remove long-standing bans on using them. Some schools have adopted a BYOD (Bring Your Own Device) policy, but the classroom distractions and disruptions that originally prompted banning their use in the classroom still exist. In one study, for example, 72% of students indicated that their phones rang during class (Burns & Lohenry, 2010), and 85% of students in another study admitted to texting during class (McCoy, 2013).As schools move toward BYOD integration, school stakeholders must continue to weigh the benefits of mobile phones against the potential costs. Students' perceptions of integration and the benefits and barriers associated with mobile phones in the classroom should play a part in this cost/benefit analysis. Knowing what specific advantages and disadvantages students see for mobile phones as learning tools could assist schools in deciding appropriate policies and teachers in determining appropriate instructional practices for integrating phones into the classroom. Although there is a growing body of research regarding the perceptions of millennials on the integration of mobile phones in the post-secondary classroom, there is a gap in the literature regarding high school students' perceptions of the benefits and barriers associated with allowing phones in class.Purpose of the StudyThe purpose of this descriptive study was to examine perceptions about mlearning from high school students in one urban district. The specific research questions that guided the study are as follows:(1 ) How supportive are high school students of using mobile phones in the classroom? …

Hold the Phone! High School Students' Perceptions of Mobile Phone Integration in the Classroom.

Using Text-Messaging in the Secondary Classroom

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