Due to changes in the availability of infrastructure, teaching and learning with mobile devices might become more relevant in the near future. While most research projects on mobile learning are centered around pedagogically sophisticated projects (Naismith et. al. 2004), studies on the usage of mobile devices in regular classrooms are hardly conducted. At the same time, there are only very few suggestions for a theory of mobile learning (Traxler 2007).
In this talk results from a case study about the i-phone project at the Projektschule Goldau are reported. The objective of the project, which is coordinated by Döbeli Honegger, is to investigate the possibilities of smartphones in the regular classroom. Starting with winter term 2009, an i-phone has been provided to all 17 students of one 5th year form.
The case study reported here, which is coordinated by Swertz, researches the usage of the smartphones at an early stage of the project. The research questions are: How is the smartphone integrated into the regular classroom, which changes to the communication appear and can concluions for a theory of mobile learning be drawn? To research these question, we investigated the teaching and learning activities, the smartphone usage during formal tests, the teacher-student communication and the student-student communication. To investigate this topics, interviews with teachers and students from the participating class were