ABSTRACT
Mobile learning is a thread woven throughout this entire book. In the introduction, I shared my 2009 “flipped classroom” experiment in which students had the option to listen to lectures on a computer or opt for a mobile learning experience by listening to them on the go from an iPod or other supported mobile device. Also, within the introductory chapter, we considered the ways that mobile learning supports some of the key tenets of brain research. In Chapter 1, we discussed the importance of including in your syllabus a clear listing of mobile apps that could be used by students in your class to ensure students start off on the right foot. In Chapter 2, we considered how mobile devices are altering the way students learn and identified mobile support as one of the elements of evaluating a tool’s accessibility. And in Chapters 3, 4, and 5 we examined a collection of tools and highlighted those that are available in the form of a mobile app (an item you will most definitely want to check on for yourself, as mobile app development is moving at lightning speed).
