Abstract Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54% of the studies, 46% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.

中文翻译：

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移动学习和教学机会：使用 SAMR 框架对 PreK-12 研究的配置系统回顾

摘要 学者们假设移动设备可用于转变学习方式。然而，缺乏证据来确定移动学习是否正在重新定义学习，或者这些设备是否被用于复制过去的教学实践。为了填补学术理解上的这一空白，本系统综述旨在检查 2014 年至 2019 年间涉及移动设备在 PK-12（2-18 岁）学习中的研究。技术使用使用替代、增强、修改和重新定义 (SAMR) 框架进行编码。本研究根据经验扩展并介绍了该框架。数据揭示了独特的发现，包括令人担忧的发现，虽然在 54% 的研究中移动技术可以并且被用来改变学习，46% 的时间设备用于复制无需技术即可进行的活动。这对移动设备的学校整合以及这些设备是否被用于重新定义学习以向 PK-12 学生提供最大利益具有更大的影响。