MOBILE LEARNING: A STUDY OF SOME COUNTRIES EXPERIENCES

     We are now entering the mobile age, where phones are carried everywhere, banks are accessed from holes in the wall, cars are becoming travelling offices, airplane seats are entertainment centers, and computer games are handheld. We now have the opportunity to design learning differently: to create extended learning communities, to link people in real and virtual worlds, to provide expertise on demand, and to support a lifetime of learning. Mobile learning is gaining its popularity as it is accepted to be an effective technique of delivering lesson and acquiring knowledge as its main strengths are anytime and anyplace. It can be utilized in many ways in the education industry. In order to comprehensively understand and define mobile learning, we should from the outset separate its key components and arrange them under three different concepts.
 The first concept relates to the mobility of the technology. The second concept hinges on increased learner mobility. The third concept examines the mobility and dynamism of the learning processes and the flow of information. The current paper will tackle the following points: What's mobile learning? What're the merits & demerits of mobile learning? Some experiences of some countries in Mobile learning.