ABSTRACT
In their summary of the scope of m-learning research, Traxler and Kukulska-Hulme’s (2006) main critique of these early m-learning research projects was for a general lack of rigor in evaluation and epistemological underpinnings.
M-learning is at a leading edge of learning technologies and is at present characterized by pilots and trials that allow mobile technologies to be tested out in a variety of learning contexts. The sustained deployment of m-learning will depend on these pilots and trials, especially their evaluation methodology and reporting. The majority of pilots and trials in our samples had no apparent epistemological or educational foundations
(Traxler & Kukulska-Hulme, 2006, p. 143, 148).