Global Digital Communication: Texting, Social Networking Popular Worldwide

Presents survey findings about trends in the use of cell phone technologies and social networking sites in twenty-one countries by age, gender, and education and in relation to GDP per capita

Enhancing Information Language Learning with Mobile Technology - Does it Work?

There are many theories that attempt to explain second language acquisition processes and factors determining success or failure. Despite a lack of general agreement between proponents of these theories, research has convincingly shown that the amount of exposure to target language input is one important predictor of ultimate achievement levels. ‘Time on task’ is as important in language learning as it is in many other domains (cf. Reber, 1993) and it is therefore important to identify ways in which this can be increased. An obvious possibility is to encourage learners to engage with (and in) the language outside the classroom. Informal learning, in the sense of learning outside of formal education, has been shown to be a major aspect of adult learning (Cross, 2007) and, given appropriate preparation and support, learners can greatly increase opportunities for learning if they can do so independently. Mobile technologies have obvious potential in this regard. However, is it possible to improve language skills in this way? In this article we report on an exploratory study into the use of cellphones for extensive listening practice. We used input enhancement to draw learners’ attention to not only the meaning of the materials but also the formal (grammatical) aspects of the input. We found that the use of mobile technology presented a number of challenges and in this study did not result in learners acquiring the target structures. We conclude with a number of recommendations for the use and future study of mobile technologies for (language) learning

Appropriation of mobile cultural resources for learning

Copyright © 2010 IGI Global. This article proposes appropriation as the key for the recognition of mobile devices - as well as the artefacts accessed through, and produced with them - as cultural resources across different cultural practices of use, in everyday life and formal education. The article analyses the interrelationship of users of mobile devices with the structures, agency and practices of, and in relation to what the authors call the "mobile complex". Two examples are presented and some curricular options for the assimilation of mobile devices into settings of formal learning are discussed. Also, a typology of appropriation is presented that serves as an explanatory, analytical frame and starting point for a discussion about attendant issues

Differences in Information and Computer Technology by Socioeconomic Status, Gender, and Age

This literature review will evaluate how information and computer technology (ICT) use differs by socio-economic status, gender, and age in social science research. After an introductory section, each of the three independent variables will be introduced and the findings within the literature pertaining to each variable will be discussed. As part of that discussion, I will also compare results cross-nationally to determine if significant relationships related to use are consistent across nations. Since a majority of the articles reviewed are quantitative in nature, most of my review will discuss each variable\u27s statistical significance and whether it has a positive or negative relationship with ICT use. However, qualitative research is also represented in the literature, particularly in the area of gender, thus the quality of information and computer technology use will also be discussed. This review concludes with a summary of the findings, its limitations, and suggestions for future research

Editorial for Special issue of ReCALL on Mobile Assisted Language Learning

As in other areas of education where the possibilities offered by mobile learning are being increasingly investigated, there is a growing body of research in the field of Mobile Assisted Language Learning (MALL). The collection of papers in this volume addresses secondary and tertiary education, mobile devices and mobility of learners. The authors describe both the successes and challenges they faced, and consider some of the barriers to the adoption of MALL. Sufficient research has been carried out for MALL to have been identified as separate from computer assisted language learning (CALL). Within this special issue, Kukulska-Hulme and Shield provide an overview of studies that have been carried out in the last six years or so, and the move from content delivery to supported collaboration and interaction

A sustainable village phone model to serve the rural developing world

Wireless technologies have created an unprecedented opportunity for rural customers in the developing world to solve their communication and information problems in an instantaneous, interactive and customized way. The framework of the study focuses on existing mobile village phone model in Bangladesh and suggests ways to make it sustainable through mobile information services marketing. The study has treated ‘village phone’ as a cost effective and interactive channel through which various time befitting information can be marketed to serve customers in the rural settings

Learning cultures on the move: where are we heading?

The paper analyzes the globally recognized cultural move towards a more learner-centred education and discusses the implications for the adoption of mobile technologies and design for learning. Current expectations vis-à-vis learner attributes, skills and competences are explored. The pervasiveness of mobile technologies is precipitating these developments, whilst also generating a distinct mobile culture where learners take mobility and context-awareness as starting points and become more visible as innovators, creators and producers. Language learning, one of the most popular application areas of mobile learning, provides fertile ground for the growth of this phenomenon. The paper reviews several innovative language learning applications and concludes by indicating the directions in which we are heading

日本人大学生を対象にした英語学習ウエブアプリケーションの導入

This case study examines the introduction of web-based apps to Japanese university students for skill-based English learning. The focus is on 32 students from the International Studies and Education departments at a private Japanese university. The course was an elective English course titled,“ Current Events English.” In class, activities consisted of analog speaking activities from the textbook. However, web-based applications were introduced to support class preparation, the midterm, and the final project. The Memrise app for vocab learning was optional for class preparation. Use of Google Classroom was required for accessing the initial class documents, and Cambridge Write & Improve was required or the final project. Data was collected from the applications as well as from student surveys. The findings provide insight into the efficacy of webbased applications for language learning in Japan. It also contributes to the body of knowledge regarding the reticence of Japanese university students to adopt digital modes of language learning.本事例研究では日本人大学生を対象にした英語学習のためのウエブアプリケーション（WA） の適用可能性を明らかにする。対象は国際教育学科と教育経営学科の学生32人である。時事英語（選択教科コース）では主に教科書からのアナログ・スピーキング・アクティビティーを行ったが，授業の事前準備，中間発表，およびファイナルプロジェクトために三つのWAを導入した。学生主体の 事前準備のためにMemriseの語彙学習アプリを使用し，授業のシラバスおよびプリントを手に入れるためにグーグル・クラスルームを必要とした。ファイナルプロジェクトのためにCambridge Write & Improveも必要とした。WAと学生アンケートからデータを収集して分析した。本研究の結果は，日本人学生が言語学習にWAを使用することに控えめであるにもかかわらず，WAが語学学習には有効であるという知識体系を得られた