Given the ubiquitous nature and portable features of mobile devices, instructors will need to learn how to implement this new and emerging technology into their current teaching practices (Morales, 2013). A pedagogical shift from a didactic, teacher-centered model to that of a participatory student-centered model would best suit m-Learning (Meagher, 2015).

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With mobile learning, there should be a change from transmitting knowledge to facilitating and supporting student needs (Meagher, 2015). Students can work collaboratively constructing new knowledge (Herington et al. (Eds.), 2009). As students use this convenient, fast to respond, and easy to use technology (Ch’ng and Samsudin, 2103), they will be become engaged in their learning, motivation will increase, and thus leading to better performance (Herington et al., (Eds.), 2009).

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Mobile devices can be used to support learning in a variety of different ways: synchronous, asynchronous, formal or informal learning. Regardless of the format of the course, technology needs to be implemented so as to create deeper understanding of the curriculum (B.C. Ministry of Education, 2015a).  M-Learning should involve practices that create and share products with peers by using authentic tasks. (Herington et al., (Eds.), 2009). There are many different educational theories in the current literature that can promote mobile learning.