ABSTRACT
In the USA, Thomas and Munoz surveyed 628 high school students in a large urban school district to determine their perceptions of mobile phone use in the classroom. Their findings indicated that the majority of students were using a variety of mobile phone features for school-related work. When schools had a mobile phone ban in place there were associated small but statistically significant improvements in students' national test scores with the lowest-achieving students gaining twice as much as average students. This introduction presents an overview of the key concepts covered in the subsequent chapters of this book. The book suggests that to contradictory findings over attitudes to, practices with and opinions about the use of mobile devices in schools there has been long debate within the academic community as to what exactly mobile learning is and how to define it.
