Reviewing Research On Mobile Learning In K–12 Educational Settings: Implications For Students With Disabilities

Keywords

inclusive education; K–12; mobile learning; socioeconomic status (SES); students with disabilities

Abstract

Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and most importantly (c) research outcomes were generally positive about the potential of M-learning to support the needs of students with disabilities in inclusive settings. Limitations and implications for future research on M-learning are also discussed.

Publication Date

3-1-2018

Publication Title

Journal of Special Education Technology

Volume

33

Issue

1

Number of Pages

27-39

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0162643417732292

Socpus ID

85071334790 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85071334790

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