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David Warlick asks on his blog; “what will we ask on our tests when students come in with Google in their pockets? Will they be better questions than we ask today?” Web-capable mobile phones allow users to both access and create the information which is shared on the Internet. My research explored the reality of making use of the mobile phone as a tool for accessing the Internet and the reaction of both teachers and their students to having ‘information on-demand’ or ‘Google in their pocket’.

Are students learning to cope with information overload and to become critical and discerning in their use of information? Hedley Beare (2002) has written extensively on the future of schooling. He states that it is ironic “that teachers currently give the information out to students that they have already deemed to be correct. There is not authentic context requiring students to critique information”. It is the ability to critique and use information that is such a crucial skill.

My research found that often students were being set internet based ‘research’ activities for homework with very little guidance as to how to go about finding the desired information, or more importantly what to do with it.

Dolman found they worked perfectly for her classes’ “lit circles,” in which the students divide into smaller groups to discuss different aspects of a particular book. Previously, she found it difficult to monitor each of the different groups simultaneously. But kids who had video functions on their phones could record their discussions then Bluetooth it to Dolman’s phone, and she could watch each individual discussion, without missing a moment.Dolman says such problems like class disruption were minimal.

a student could draw a concept map showing the relationship between the processes, create an animation illustrating how it all looks, and write up a text report on what they’ve learned—all centralized on a desktop-like interface on the smartphone’s screen.