Mobile learning has been hard to conceptualise (Traxler, 2007) and development has tended to focus more on the potential of emerging technology and less on the potential of access to new situations until recently. Early techno-centric definitions promised ‘anytime, anyplace, anywhere’ learning spaces (Traxler, 2007, 2009). The focus on technology has given way to thinking about the importance of mobility, the learner’s situation and their access to people and resources, regardless of place and time (Kukulska-Hulme, 2010). Context is now central to thinking about mobile learning (Traxler, 2016).
Swipe to navigate through the chapters of this book
Please log in to get access to this content
To get access to this content you need the following product:
- Being mobile
- Macmillan Education UK
- Sequence number
- Chapter number