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This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, and the people we involve.

Unlike previous eras of learning with technology, change is being led by the students and academics themselves and this establishes a challenge to institutions. The use of smart technologies and social media by staff and students in and out of the classroom has implications for academic practice in post-compulsory education. The study pointed to the need for a digital literacy approach that builds on the foundational skills of the student cohort." This teaching approach was predicated on the theoretical foundations of digital literacy training, which demonstrated the potential of these tools to aid in the shift from a traditional pedagogical approach to an andragogical one, as proposed by Knowles (1980). The foundation to this is using the phone as a research tool, using apps, social media and the actual telephone to gather information. The journalism students were empowered by encouragement to use their smart phones to capture news, edit and upload via smartphone apps, with news creation, reporting and coordination using the smartphone as the 'news hub' as well as the recording device. The focus of the study was on the broader principles of journalism practice in the context of technological tools. "This research used a case study of a first year journalism course at Coventry University to explore the concept of ‘Back Pocket Journalism’ and how it is taught in the selected Journalism course.

Of considerable concern is the discrepancy between the score of an application from the users and its actual educational value. The study results are in agreement with international studies which highlight the low educational value of the self-proclaimed educational applications. In order to achieve this aim, we use the REVEAC rating scale. The purpose of this study is to examine whether the self-proclaimed educational applications for Greek preschoolers have been designed in accordance with developmentally appropriate practices to contribute to their own cognitive development. However, the increase in popularity of mobile applications does not bring a corresponding increase in the quality of applications as there are contradictory data regarding the appropriateness of the self-proclaimed educational applications for preschoolers. Seven years since the introduction of the first tablet (2010 - Apple iPad), the use of applications for these devices has increased rapidly and is one of the most hotly-debated topics in the fields of education and child development.