Dorit Maor

Mobile devices have been the focus in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students as core goals, and increasingly in support of non-cognitive skills and the flexible and mastery learning pathways being adopted in schools. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those countries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2017 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is clear that the pedagogy needed to be effective with mobile learning has to be student-centered with the aim of personalizing the learning experience including rethinking assessment of learning and design of learning spaces. Research found that students could become collaborators in designing their own learning process. As students become independent learners, they become more prepared in the skills needed for college and in their careers.

Mobile devices have been the focus of a push in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those coun - tries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also clear that the pedagogy needed to be successful in creating positive outcomes in the use of technology has to be student-centered with the aim of personalizing the learning experience. Research found that students could become collaborators in designing their own learning process. As students become independent learners, they become more prepared in the skills needed for college and in their careers.

As more universities adopt online teaching, there is a greater demand to increase the quality of online teaching in order to ensure better learning in higher education. While the use of technology is being promoted, not enough is done in the area of pedagogical enhancement to help lecturers adopt the technology in more meaningful ways. This research study focuses on how teaching staff with diverse learning e-learning approaches can be guided to develop an insightful understanding of teaching pedagogies to improve teaching online. From the researcher's observations, the university teachers were categorized in relation to their pedagogies (level of social constructivist approach) and to the level at which they used the technology (competency with technology) in order to explore how the relationship between these two elements changed. This 1-year action research project, with 10 academic staff members, resulted in an interesting framework that allows the examination of the intersection of two parallel continua, the teachers' pedagogies and their technologies.

It is a commonly held view that the unique characteristics of new Information and Communications Technologies (ICTs) have the potential to facilitate student-centered and independent learning. In this chapter we examine this assumption with specific reference to Australia's offshore programs in South East Asia. Many offshore programs are developed for onshore students only, and little explicit attention is given to the cross-cultural issues arise when the same material is taught in another country. There is concern that if cultural issues are not considered in offshore programs, any potential benefit of such programs may not be fully realized. In addition, a lack of understanding of cultural issues may have a negative effect on the diversity of information, languages, and cultures. Using Australian offshore education in Malaysia as a case study, we elaborate on Zigura's (2001) concept of "cultural responsiveness" and explore the issues that arise when new technologies are utilized in offshore/transnational education. We consider the experiences of three lecturers at two private colleges in Malaysia, and question the effectiveness of technology enhancements for their students.