This paper critiques eight m-learning projects, including fourm-learning projects using iPads in 2010 followed by a further four iPadprojects in 2011. Using an action research methodology, the authors explorethe impact of the integration of the m-learning projects on the pedagogicalapproaches of these courses. The eight iPad projects present differentapproaches to the integration of the iPad within a variety of educationalcontexts. The projects were informed by six critical success factors identifiedfrom thirty m-learning projects between 2006 and 2010, and illustrate thepotential for the iPad to become a pedagogical game changer.
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