M-Learning as a Catalyst for Pedagogical Change

There have been many voices calling for new approaches and new pedagogies in higher education. According to Laurillard (2012), pedagogical change does not happen of itself—it is a design science. Reeves makes a plea for new approaches to technology adoption research in education, “Instead of more media comparison studies or studies investigating the effects of isolated media variables” (Reeves, 2009, p. 6). Herrington and Herrington (2007) note that the disruptive nature of the integration of new technologies in education often results in practitioners relying upon tried and proven pedagogical approaches, leading to “one step forward for technology and two steps back for pedagogy” (2007, p. 4).