Designs for an integrated system of learning and teaching are also to be considered in the development of models for learning using mobile technology. One significant reason for resistance on the part of teachers to the use of digital technologies for teaching is that in some cases these technologies seem to add to the daily responsibilities teachers already have.
The 'job' of the teacher includes so much more than just teaching - it also involves discipline, assessment, classroom control, as well as several targets that must be met, all with time constraints and deadlines. Any tech that does not deliberately make any of this easier, quicker or better is more likely to be seen as a problem rather than a useful tool or device. This has been cited as one of the main reasons why many teachers have refused to adopt several new digital technologies in their teaching.
An idea therefore, for the design of models for learning, would be one that integrates teaching tools with other aspects of the teacher's daily routine, making it so much easier for the teacher to organize lessons, assess students progress, provide feedback, and still build reports, lesson plans, correspondence (letters or emails) to stakeholders, and anything else that forms part of their regular duties.
A system that is all-inclusive and multifunctional is more likely to garner interest, exploration, and finally adoption from teachers than one which does not.
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