The ongoing development of mobile devices like cell phones, iPods, PDAs, and so on is seen by an increasing number of educationalists as a chance to focus on a new kind of learning. This mobile learning, as it is called, should enable students to learn while on the move. Rather than giving a genealogy of the use of mobile equipment in education, this article tries to add understanding to the processes that made possible the emergence of this new research domain. In doing this, the authors use one specific theoretical approach, actor-network theory, which will lead to a profound elaboration of the processes involved in new, emerging research fields.
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