Mobile devices are often banned from schools and other centres of education, despite considerable and, in many instances, well-established potential to enhance learning. Such bans project a view that mobile devices are antithetical to learning, and this outlook, regardless of its factual validity, impacts the way people interact with technology. Over the next fifteen years, the implementation of mobile learning projects and the pedagogical models they adopt should be guided not only by the advantages and limitations of mobile technologies but also by an awareness of how these technologies fit into the broader social and cultural fabric of communities.

Shuler, C., Winters, N., & West, M. (2013). THE FUTURE OF MOBILE LEARNING – Implications for policy makers and planners. UNESCO – United National Educational., 1–44. 2227-5029