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 learning.  In considering the new B.C. Science Curriculum, the following theories were most relevant for m-Learning:

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Personalized learning:

 

Focuses on enhancing student engagement by giving students choices (Meagher, 2105) and by acknowledging that not all students learn at the same rate, in the same learning environment and in the same way (B.C. Ministry of Education, 2015a).  It also allows for students to move through the curriculum at different paces and with materials that are customized to the students’ needs (Meagher, 2105).

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Authentic learning:

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Involves students working on meaningful tasks, projects or problems that are related or relevant to real life situations (Herington et al., (Eds.), 2009).  The authentic tasks are complicated, multifaceted problems that take time to resolve (Herington et al., (Eds.), 2009). Students can work collaboratively or independently, but typically they are creating and sharing products with peers (Herington et al. (Eds.), 2009). Engagement and motivation increases from participating in learning that is relevant to the student’s life.

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Collaborative learning: 

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Occurs when groups of students work together on a common task and/or project.  Working with others promotes learning through the exchange of ideas and by participating in conversations between peers, instructors and subject experts (Cochrane & Bateman, 2010). Students learn to work within a community, share roles and responsibilities for the assigned project (Herington et al. (Eds.), 2009).  Muyinda (2007) has noted that social interactions can create learning and that these conversations can take place in person or through mobile conversations.Engagement and motivation increases from participating in learning that is relevant to the student’s life

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Constructivism:

 

The active process of building knowledge and skills within a supportive community (Herington et al. (Eds.), 2009). It allows students to construct new ideas or concepts based on their previous and current knowledge (Keskin & Metcalf, 2011). Knowledge is constructed via support, communication, interaction and collaboration and is shared with peers and experts at any time. (Keskin & Metcalf, 2011).