Introduction

Science, technology, engineering, and mathematics (STEM) is an area gaining interest in recent years as governments and organizations across the globe (viz., ESRC, 2006; National Science Foundation, 2011; Ofsted, 2008; UNESCO, 2014) are expressing concerns about students’ lack of progress in these core areas. Mobile learning is a relatively new pedagogical approach in STEM, with studies revealing that mobile learning can be used to learn about scientific phenomena (Uden & Hwang, 2013), in sorting algorithms (Boticki, Barisic, Martin, & Drijevic, 2013), computational estimation (Lan, Sung, Lin, & Chang, 2010), and energy systems (Rose, Gosman, & Shoemaker, 2014). The purpose of this book is to provide a collection of theoretical foundations and empirical findings that will provide a better understanding to the research and practitioner communities of the affordances of using mobile learning in STEM education.