ABSTRACT
The paradox facing mobile learning today is that devices that were not designed for learning are being used for learning. How successful is this undertaking? How far can one ‘bend’ the features of existing mobile devices and services to fit educational goals? And do planned learning activities have to be revised so that they fit with mobile technologies? These questions resonate with researchers as well as those who are engaged in teaching and training. Ahonen et al. (2003) ask whether a device such as a PDA, originally designed as a digital organizer, can really assist learning. If it cannot, then, they suggest, one has either to redesign elements of a course to fit the device’s parameters, or press for technologies that correspond to the expectations of mobile learners.
