For the head teacher—recognizing the learning potential of the devices; providing opportunities for discussion, reflection, and monitoring.
For teachers—identifying and selecting appropriate learning activities; supporting activities focusing on important aspects of learning; allowing and mediating the development of activities focusing on social, metacognitive, and megacognitive aspects of learning; involving parents on a regular basis with learning activities; gaining feedback about impacts and successes of learning activities; providing pupils with opportunities to exercise increasing independence as to when and where to use devices inside and outside the classrooms; widening learning activity uses each school term.
For parents—being willing to be involved in supporting learning activities with children; monitoring how devices are being used and whether impacts can be recognized; supporting appropriate social as well as educational uses of devices.
For a project or LA consultant—providing effective learning activity exemplars.
For pupils—being willing to explore learning activities using devices; being willing to explore uses of devices inside and outside the school.
For the head teacher—gaining advice on usability and usefulness of specific devices; enabling technical support; ensuring a range of resources on devices, including Internet access, to allow important learning activities to be undertaken.
For teachers—offering plans to manage the operation of devices and how pupils and parents will maintain these; providing opportunities for pupils to develop technical and operational skills at the same time when undertaking selected learning activities; providing opportunities for pupils to share their technical knowledge with others.
For parents—gaining awareness of how to maintain and manage the operation of the devices; being aware of technical routes to follow if required.
For a project or LA consultant—providing technical support or advice regularly; maintaining Internet access inside and (where possible) outside the school; providing facilities that allow pupils and teachers to keep and share resources; providing opportunities for pupils and teachers to engage with others in other schools.
For pupils—gaining technical and operational skills while undertaking learning activities; seeking qualifications to demonstrate technical and operational skills; sharing skills willingly with others.
For the head teacher—being willing to take a positive lead; involving parents in "buy-in"; accommodating the likelihood of shifting concerns by different parties; building in the legitimacy of undertaking activities with mobile devices for all parties; accounting for an impact dip if this arises.
For teachers—being willing to tell pupils that they can use mobile devices as they wish even in lessons; introducing mechanisms to allow pupils to support each other; capturing important uses and outcomes to share them with others.
For parents—being willing to accept that mobile devices are legitimate resources to support a range of important learning activities.
For a project or LA consultant—being aware of and offering ways to support a system involving teachers, parents, and pupils.
For pupils—being willing to explore different features offered by the devices knowing that this is legitimate.
For the head teacher—providing ways for all parties to gain ownership of learning involvement; involving parents and pupils in learning endeavor; managing parental expectations; enabling regular discussions with parents, teachers, and pupils.
For teachers—managing pupil expectations; providing regular learning opportunities that are home- and out-of-school-based; celebrating successes and allowing pupils to gain qualifications; providing for the sharing of ideas and how individual pupils have used the devices.
For parents—being willing to purchase or part-purchase devices; accepting involvement in educational and learning practices; allowing children to use devices as they see fit.
For a project or LA consultant—supporting sharing across the stakeholder groups, of technical, operational, and pedagogical features.
For pupils—developing capabilities enhancing independence of action and engagement with learning; exercising judgment about choice of approaches and media to suit learning needs.
The author is with the Department of Educational Research, Lancaster University, D25, County South, Lancaster, LA1 4YD, UK.
Manuscript received 1 June 2009; revised 22 July 2009; accepted 14 Oct. 2009; published online 23 Oct. 2009.
For information on obtaining reprints of this article, please send e-mail to: firstname.lastname@example.org, and reference IEEECS Log Number TLTSI-2009-06-0103.
Digital Object Identifier no. 10.1109/TLT.2009.47.
Don Passey is a senior research fellow in the Department of Educational Research at Lancaster University, where he has conducted research into the implementation, outcomes, and impacts of leading edge technologies for the past 20 years. He has led and undertaken a range of national, regional, and local evaluation studies that have informed a wide range of policy and practice initiatives. He has undertaken studies that have explored impacts on learning with at risk groups of young people, and those who have undertaken learning in informal as well as formal settings. He is a member of the International Federation for Information Processing and belongs to working groups on elementary education and information technology in educational management.