An Exploration Of How Mobile Computing Has Become A Cultivat

By Candice Taubner

Introduction
With the quest for knowledge at our heels and technology advancement exponentially soaring, it is easy to see why we must move with it, or be left behind. Today, it is no longer about providing “basic productivity computing capability” (McPherson in Campbell et al, 2013, p. 7), instead, it is about vividly changing the ways people gather information and problem solve. The majority of research about ‘bring your own device’ and ‘mobile computing’ derives from the last three years, all with an overwhelming concurrence that ‘bring your own device’ (BYOD) is the way of the future in business, industry, and education. In particular, education has suddenly changed from a world of disciplines to an “infosphere” (Molnar, 1997, p. 10) where knowledge is, literally, in the palm of our hands. In the classroom, today’s students want to learn using the knowledge, skills and tools (Cardoza & Tunks, 2014, p. 1) that our globalised society forces them to learn outside the classroom. BYOD is one tool that empowers consumerization of IT ; instead nurtures technology use and learning; supports infrastructure; and cultivates positive change in education. However, many educational institutions still teach traditionally (Lee & Finger, 2010).