Abstract
<br /><table class="data" width="100%"><tbody><tr valign="top"><td class="value"><p>New technologies are rapidly changing mobile learning and making it difficult to control. In addition to educational factors and learning content, a modern mobile learning system must take into account the technical and personal aspects of learning, the devices and aspects related to its evolution and interoperability. Teaching on the other hand has also evolved involving more flexibility in tasks and learning stages, thus using modern technologies that offer more alternatives now. In addition, such tasks may be specific to the learning content as well as the learning context or furthermore the learner's environment.</p><p>Traditionally, mobile platform design relies on the skills of a mobile developer whose knowledge allows him to design mobile applications that are useful to users. But with mobile learning, the design phase involves more than just mobile development skills. For example, if you are designing a platform for practical work, the instructors responsible for the training should be involved. However, the empirical results show that educators do not integrate technology effectively into their curricula. To enable these instructors to develop mobile learning platforms, it is important to facilitate their integration through a theoretical model that will take into account all the ingredients necessary to complete this learning and to balance them in order to ensure its efficiency. In this study authors used a thematic synthesis methodology to present a framework for mobile devices integration in learning. They focused on three models that they think are the most cited in the field of ICT (information and communication technologies) integration in learning.</p><p>The five-axis framework consists of enriching the TPACK framework(Technological Pedagogical Content Knowledge model in order to more precisely address mobile learning by covering the following parts: pedagogy, content, mobile technology, learning environment and learner’s profile. It describes relatively in depth the various factors involved as well as the effective interconnection to be ensured to achieve an optimal and efficient integration of m-learning. Balancing those five parts will be a matter of plural reflection when designing or consulting on a mobile learning platform.</p></td></tr></tbody></table>
Highlights
As its transcending all aspects of learning, mobile learning has been defined differently by researchers
This paper investigates different theories and scientific evidence of technology integration in learning to present an m-learning integration framework
The thematic synthesis made it possible to identify new associations and conceptions between the different frameworks that we studied and considered as an entry into our new mobile learning integration framework
Summary
As its transcending all aspects of learning, mobile learning has been defined differently by researchers. Many important opportunities are provided to users through mobile learning as ownership and personalized control of learning process, learners are more comfortable with their own mobile device and less preparation is needed for learning [2] [3]. Despite all these advantages, there is major empirical evidence proving that mobile learning has been poorly used in many education sectors and research have tended to be more centered about the technical aspects of the tools and applications than of the learning approach itself. As valuable and informative as they are, these frameworks focus precisely on the integration of technology into other technological systems and not on broader aspects such as educators, learner profiles or contexts of learning
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