Mobile technologies in education


A.A. Shako Mobile learning technologies in modern school // Info-Strategy 2015: Society.

Federal Law ФЗ № 273-ФЗо “On Education in the Russian Federation” dated December 29, 2012 has significantly expanded the possibilities of using distance educational technologies and digital teaching aids by educational organizations of the Russian Federation. Article 16 of this law formulates the requirements for the implementation of educational programs exclusively using e-learning and distance learning technologies and provides definitions of these two key concepts.

Unfortunately, despite the clear definitions given in the law, e-learning and distance learning, perhaps due to the prevailing traditional concepts, or due to partial similarity of wording, are often used almost interchangeably. Indeed, the practice of application often confirms the presence of common features in the educational process organized within the framework of e-learning or distance learning. In both cases, digital educational resources, information and communication technologies are usually used, students and the teacher communicate indirectly, using remote interaction technologies.

The use of computers and digital resources is secondary in the description of this form of education, it is just that these technologies are currently the most convenient for the implementation of distance learning.

In many cases, when organizing e-learning, students and educators may also be located at significant distances from each other, and this creates the illusion that e-learning is an option for distance learning, based on the use of digital technologies and learning tools.

However, the law on education, and the experience of innovative teachers and educational organizations, says something else. The definition of e-learning given in the law clearly states the importance of having a complex of systematized and classified information used in the educational process and means of its processing and delivery – information technologies, equipment, and communications – during its implementation. Even software and hardware tools for providing access to digital educational resources are secondary in this definition. The key point of the definition is e-learning, this is learning based on the use of a structured base of digital educational resources.

Conclusion – e-learning can be organized in full-time. The session can be conducted in the classroom and still be part of e-learning. This understanding changes a lot, for example, it becomes possible to consider such technologies and teaching concepts as “flipped classroom”, “hybrid learning”.

“Inverted classroom” is a teaching technology based on the use of network services and ICT tools, and which involves students’ independent study of the theory of the house, and consolidation of the material, implementation of practical work, under the guidance of a teacher in the classroom.

These technologies can be used in the classroom in a traditional school, or, with full disclosure of their potential, completely change the school, leading to the abandonment of the traditional classroom-lesson system, as is the case in organizations implementing the principles of the Khan Academy.

The methodological principles and information technologies underlying the “flipped classroom” and “hybrid learning” are also used in MOOCs – massive open online courses. It is very difficult to establish which of the technologies is primary – MOOCs or the same “flipped class”, because they are based on the same elements – specially prepared video lectures, social services, mobile technologies.

M-learning (mobile learning) technology is closely related to e-learning and distance education technologies, it is expected that in the near future mobile learning will become an integral part of most educational technologies.

Mobile devices – smartphones, communicators, and computer tablets – gradually became widespread. According to statistics, their number already exceeds the number of personal computers. Meanwhile, if we analyze the functionality of a mid-price smartphone, we find that in many respects it corresponds to personal computers that were produced just a few years ago. In fact, a smartphone is a full-fledged personal computer, which is in the pocket of every second person.

The use of mobile technologies makes it possible to implement various mechanisms for supporting e-learning, in particular, it allows:

• Provide indirect, geographically dispersed communication for the implementation of joint activities without reference to the location of the participants in the educational process.


The main advantage of mobile technologies is that they are not tied to specific jobs. A smartphone and a computer tablet make it possible to connect to the information environment in almost any place, which makes it possible to use them in places that were previously unprepared for working with ICT.

” The meaning of technology can be expressed in the following formulation – in BYOD education, it is mobile learning based on the use of personal devices of children and teachers.

The BYOD concept assumes that students, teachers and school guests are allowed to bring their own mobile devices and connect with them to the school computer network. We can say that BYOD involves the formation of an information and educational environment for an organization focused on working with users’ personal mobile devices.