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The project team will be undertaking a 'mobile technology watch', keeping an eye on evolving trends and technologies in related areas. Snapshots of this research will be available for free on this site as they are completed.

Blog about Chris Geeen's iPod touch project at his school. Has some very interesting ideas about how students can create quick products from research on the iPod touch. Worth looking at if you have access to mobile learning tools not just iPod, although some of the apps are specific to the iPod.

Project K-Nect is a pilot program in Onslow County Schools (North Carolina) where teachers utilize Smart Phones to teach selected math courses. Developed by Digital Millennial Consulting and funded in part through Qualcomm's Wireless Reach initiative, the program is designed to increase student achievement in math and close the digital disconnect for students in Onslow County Schools in North Carolina. As part of the Project K-Nect classes, students are given smart phones with 24/7 Internet access which they can use at home or school. Students have full access to both the Project K-Nect curriculum, as well as the smart phone features including instant messaging, video and photo capabilities, calculators and Internet access.

SIGML is the ISTE special interest group that is an advocate for mobile learning worldwide, and promotes meaningful integration of mobile devices in teaching and learning in formal and informal learning environments. Members of SIGML include teachers, administrators, technology coordinators, university faculty and researchers, and representatives from profit and non-profit entities, including government. We hope you will get involved and join us. Please direct any inquiries to istesigml@gmail.com

A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types

Article describes the efforts of Wikimedia to work with LSU to institutionalize the curriculum around Wikipedia. Rodney Dunican, education programs manager for Wikimedia said, "We don't want them to cite Wikipedia. What we really want them to do is understand how to use and critically evaluate the articles on Wikipedia and then learn how to contribute to make those articles better."

An on-going discussion of implementing an iPod Touch program at Culbreth Middle in Chapel Hill, NC. The discussion addresses a variety of on-going issues and topics from AUP, to charging, to best apps, to instructional routines. Worth mining for data.  Anyone interested in helping to sift through the information? 

School's with 1-to-1 computing devices.

Good list of schools that have 1-to-1 devices for students

ArcGIS 10 transforms the way people use GIS. Be more productive with your work and take advantage of GIS everywhere: via individual local desktops, across desktops and browsers leveraging central servers, and in the cloud.

obile learning extends education beyond the physical confines of the classroom and school library, allowing students to access content from home, communicate with teachers, and, perhaps most importantly, communicate with each other via online collaboration tools. Affordable smartphones with 3G broadband connectivity help ensure all students have access to educational resources 24/7. To read more about Wireless Reach projects that demonstrate how wireless access is transforming education click here

s the use of computing and networking technologies in schools grows, educators increasingly incorporate online tools and resources into their curricula-some even replace traditional classroom interactions with "virtual" courses that take place entirely online. At the same time, administrators are concerned with helping students develop 21st century skills while bridging the digital divide between students and adults. To address emerging trends in education, Project Tomorrow, a national education nonprofit group and Blackboard have joined together to bring you Education in the 21st Century, a series of reports that include data from the SpeakUp Survey, which shed light on issues related to learning and leading in K-12 education.

http://inderscience.metapress.com/openurl.asp?genre=article&eissn=1746-7268&volume=1&issue=2&spage=159 The purpose of this study is to identify the benefits that mobile technology can provide in education. From a review of the literature and interviews with individuals in the field of education, we developed an activitybased model to associate the uses of mobile technology with their benefits. The model first identifies the general uses of mobile technology in education and the specific activities that they encompass. Then, the benefits from their uses are identified with overarching themes emerging as follows: greater efficiencies and effectiveness in learning, increased individual support and opportunities for personal development, better methods of collaborating and communicating and greater exposure to technology.

DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/WMTE.2002.1039231 ICT-implementation in education has mostly been aimed at enhancing learning in formal arenas - the classroom. However, accepting that learning does not only forego in the formal learning arenas, it is proposed that mobile technology can be used as a bridge between the formal and informal learning arenas. The question is whether the bridge between school and other arenas open or closed - is there a barrier? The paper asks what strategies/changes/challenges have to be in place for the school to access and utilize learning arenas which are alternative to the formal learning arena?

DOI: 10.1111/j.1365-2729.2005.00129.x First, we polled 333 Japanese university students regarding their use of mobile devices. One hundred percent reported owning a mobile phone. Ninety-nine percent send e-mail on their mobile phones, exchanging some 200 e-mail messages each week. Sixty-six percent e-mail peers about classes; 44% e-mail for studying. In contrast, only 43% e-mail on PCs, exchanging an average of only two messages per week. Only 20% had used a personal digital assistant. Second, we e-mailed 100-word English vocabulary lessons at timed intervals to the mobile phones of 44 Japanese university students, hoping to promote regular study. Compared with students urged to regularly study identical materials on paper or Web, students receiving mobile e-mail learned more (Ps literal meaning; a video shows the idiomatic meaning. Textual materials include an explanation, script, and quiz. Thirty-one Japanese college sophomores evaluated the site using video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness.

From the Chronicle of Higher Education. Issues of intellectual property policies for students developing apps for mobile devices.

Analysis of Read It Later data from 100,000,000 articles on when we read and how device affects our reading pattern.