ABSTRACT
As an emerging education technology, mobile learning has the potential to form a vital part of the realization of the national council for the social studies vision. Mobile learning also promoted opportunities for collaboration when used in geographic contexts, particularly when engaging in fieldwork. As students become familiar with the collaborative aspects of mobile devices through social media use, they expect a similar level of collaboration in their educative mobile learning apps. The implication of D. France study is the use of mobile learning in the field not only supports student collaboration, but also has the potential to develop professional habits that may improve the likelihood of future employment. The chapter addresses the result of the thematic review. These findings help illustrate the extent that mobile learning is addressed in higher education social studies. The systematic review was conducted to ascertain the extent to which mobile learning is integrated in higher education social studies instruction.
