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Abstract
Worldwide growth in use of mobile phones has fostered the emergence of mobile learning. Mobile technologies are used both in classrooms to support instruction (safe) and as tools that significantly change instructional activities, learner roles, and learning location (disruptive). Learners become less consumers of information and more collaborators, researchers, and publishers on‐the‐go (Stead, Citation2006). Scholarship in m‐learning is scarce and lacks rigor (McNeal & van't Hooft, Citation2006). Even with increasing numbers of investigative studies there are still significant gaps in the literature (Litchfield et al., Citation2007). Little is understood about when m‐technology is most useful and what constitutes good m‐learning. A review of a broad range of investigative cases is presented and critiqued with suggestions for further research. Although both classroom‐based and distance education topics are discussed, the distance education scholar and practitioner may benefit from learning more about these emerging technologies being used in face‐to‐face instruction.