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Introduction to the Special Issue

, University of North Carolina at Chapel Hill, United States ; , Johns Hopkins University, United States ; , Sanford College of Education, National University, United States ; , School of Computing & Information Systems, Athabasca University, Canada

Journal of Interactive Learning Research Volume 29, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


Since fall 2014, mobile devices officially outnumber people on the planet. How can we begin to understand what this means for learning and teaching? An important starting point is to be aware of the ever changing and diverse nature of mobile technologies. When they were first explicitly highlighted as a trend in the 2006 Horizon Report (‘the phones in their pockets’), mobile technologies primarily referred to cellphones, followed by the iPod, tablets, e-readers, and, finally, smartphones. Along with the dissemination of more and more sophisticated and differentiated devices the usage of mobile technology has transcended people’s everyday activities. Ally and Prieto-Blázquez (2015) argue that just a few years ago it was hard to fathom that society would use mobile technology like a computer -- conducting business, learning, socializing, etc. According to Tabor (2016), making calls has turned into a minimal part of user engagement with modern smart phones, texting is decreasing, and that social media, gaming, and browsing, are increasing. Consequentially, today’s landscape of mobile technologies comprises a conglomerate of standards, devices, applications, each of which has specific use cases, contextual settings, features, content assets, and audiences.


Panke, S., J. Devers, C., Sistek-Chandler, C. & Dron, J. (2018). Introduction to the Special Issue. Journal of Interactive Learning Research, 29(3), 249-255. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved July 25, 2021 from .


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