ABSTRACT
While mobile devices are creating unprecedented opportunities for employment, education, and entertainment in developing countries, they are also making a great impact in developed countries, in particular through smartphones and tablets. In categorising the challenges to the sustainability of mobile learning innovations in educational institutions, this chapter draws on the five components reported in Ng and Nicholas. Four of the components that are based on Cisler's framework for sustaining technology in education are economic, technological, social and political sustainability, and the fifth component is pedagogical sustainability. In the bring-your-own-device (BYOD) approach people are beginning to see a shift in the mobile learning paradigm from single platform-based mobile technology use to multi-platform devices with non-uniform capabilities being adopted by schools and higher education institutions. The chapter describes the key challenges that BYOD learning faces in educational institutions, with a focus on the people whose roles are underpinned by purpose and values necessary to bring about the transformation for sustainability.
