ABSTRACT
If researchers are in agreement about one thing, it is that defining exactly what constitutes ‘mobile learning’ is difficult (Kulkuska-Hulme, 2009; Traxler, 2009). The concept of mobility itself is problematic within any definition of mobile learning. For example, is it the mobility of the learners – the possibility that they can learn anywhere, any time by using portable devices – that is important? Or is it the mobility/portability of the devices themselves that is important (a more technocentric view)? Clearly both of these aspects are important, and current definitions also stress the importance of context, where mobile learning can take place in both formal classroom settings, and also in informal settings, across myriad devices, in a variety of physical and temporal arenas (Sharples et al., 2009; Kukulska-Hulme et al., 2009).
