ABSTRACT
By viewing the landscape, testing mobile technologies to support sense-making and discussing their findings with peers and teachers, they are able to improve their understanding of the landscape and to evaluate the tools for learning. This chapter provides a context as a negotiated construct between communicating partners in the world, then it is likely that context as acquired by automated sensing mechanisms might not match the continually evolving negotiation. Hence, the context is an important explanatory concept in mobile learning. If students see learning as a mobile activity that can occur anywhere, supported by a wide variety of physical, technical and social resources with or without a teacher, then understanding the ever-changing context of learning becomes a central concern. As mobile devices become more widely adopted for learning within the classroom and outside, teachers will need to understand context as a component of education alongside curriculum, pedagogy, assessment and resources.
