Higher education future

In the future, higher education should prioritize mobile learning. The article by Rossing et al. (2010, p.1) strongly establishes that electronic learning is the only way to go because it provides many resources. According to Rossing et al. (2010, p.1), the last two decades have set a strong precedent for potential college and university students to evolve and eventually use email and the Internet for learning. Today, the use of mobile devices in learning centers has promoted learning and stimulated higher-level study. However, Rossing et al. (2010, p.1)’s article also creates complications to this idea because it argues that the technological changes are a recipe for new challenges. Therefore, Rossing et al. (2010, p.1)’s article affects my feeling because the problems it highlights could have an impact on the ease of students’ access to information. The power to read is also increased because I thought that introduction of technology in the education sector would be a point of motivation to learn. The mobile learning allows the students to not only expand discussion but also develop the power to investigate beyond the classroom. The teaching methods become elaborate through the use of the technology in higher education. The article, therefore, makes me re-think that mobile learning is destructive for the future higher education.

Traditionally, the rural learning was jeopardized by cultural, political and the construction of the local identity (Budge, 2012, p.29). However, the face of the rural education is today being transformed by the proliferation of the information technology (Edmondson, Jacqueline and Butler, 2010, p.151). It, therefore, means that the information technology will be the backbone of future learning as it is the background of education reforms which aims at leaving no child behind. Budge (2012)’s article, therefore, makes me re-see the future of higher education as being entirely technologically based to reach the maximum number of the students. In conclusion, according to Greene and Lidinsky’s criteria for article evaluation, the three sources consulted are credible for academic consultations because they are scholarly journals with the target audiences as the pupils and the students and hence meeting their objectives. These articles have cited by other works and have also been cited by other scholarly articles. The articles are less than ten years old since publication and this is a confirmation of accuracy.

Works Cited

Budge, Kathleen. “Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World edited by Kai A. Schafft and Alecia Youngblood Jackson. University Park: Pennsylvania State University Press, 2010. 328 pp. 29-95.” American Journal of Education 118.2 (2012).

Edmondson, Jacqueline, and Thomas Butler. “Teaching school in rural America: Toward an educated hope.” Rural education for the twenty-first century: Identity, place, and community in a globalizing world (2010): 150-172.

Rossing, Jonathan P., et al. “iLearning: The future of higher education? Student perceptions on learning with mobile tablets.” JoSoTL is a collaboration between The Mack Center for Inquiry on Teaching and Learning and the Faculty Colloquium on Excellence in Teaching, Indiana University.. Vol. 12. No. 2. 2012.