According to this report from iLounge:

The latest shift in the landscape is the growing use of portable technology tools for learning. Mobile devices such as smartphones and iPods, still seen as nuisances or contraband by many schools, are now viewed by an increasing number of teachers and administrators as cost-effective tools to build and sustain 1-to-1 computing programs.

The Federal Communications Commission (FCC) recently released their National Broadband Plan. The plan addresses many issues, but within the plan there is some language that leads to the idea that they are encouraging schools to explore options to bridge the digital divide between home and school through the use of mobile devices. The following information is from a recent Education Week article:

Another limitation of the existing E-rate program, experts in the field say, is that its often-confusing rules and procedures complicate schools’ innovative technological efforts.

For example, under the current program, schools can use E-rate funds to provide Internet connections only to their campuses. That restriction rules out support for the kinds of anytime, anywhere learning that mobile devices such as laptop computers and cellphones can provide, and it raises questions about online courses students work on at home.

But that may change if the recommendations in the National Broadband Plan are adopted. The document suggests exploring pilot programs that support wireless connectivity to devices both on and off school campuses for teachers and students.

The FCC plan is not mandatory for school districts to adopt, but it lays out a roadmap going forward. From what I have read I think it is encouraging for school districts that the FCC plans on loosening some of the restrictions it places on E-Rate Funding. I still maintain that finances will continue to get tighter and tighter at schools across America. As the financial belts get tightened schools will have to get creative in how they use their limited funds. I cannot think of a better way to stretch the technology dollars than by exploring the use of student owned cell phones, smartphones, iPods, and netbooks on school grounds. Many of our students carry with them a pocket computer everyday that is systematically banned at most schools. As funds dry up many districts will have to rethink this policy. Schools should get ahead of this curve and begin with the incremental lifting of cell phone restrictions and start encouraging their teachers to explore ways to use mobile devices as part of the instructional process.

ETech Ohio, a state agency that promotes technology integration in education recently submitted a new 5-year plan to Gov. Ted Strickland. According to the article in the Columbus Dispatch, the plan calls for more technology for classroom teachers. 

ETech's plan calls for the state to provide more training to help teachers use handheld devices, podcasts, social-networking sites and other technology.

The article says technology breaks down barriers:

"Just as literacy has the power to reduce barriers to success and advancement, technology has the ability to open new doors and opportunities by transforming the learning and teaching environment," said Kate Harkin, executive director of eTech Ohio.

Some college professors like the plans emphasis on new emerging technologies.

I like the thrust of the plan as outlined in this article but I think you should talk about pedagogy and outcomes first and then see what technologies offer the best bang for the buck to get you to your intended goals. If a bad teacher is given lots of technology he will just be a bad teacher with lots of expensive toys. States and districts need to first have a vision for what they want a high school graduate to know and be able to do. After that question is decided, then and only then should you talk about how to accomplish the goal. 

Another problem is teacher training and teacher confidence. Teachers do not want to look like idiots up in front of a classroom of kids. They want to feel confident that they will be able to use the technology and handle the difficulties that will eventually arise when you use it in classrooms on a regular basis. Provide adequate training and time to play and practice with the new hardware and software before you expect teachers to use it in front of their students. One of the reason I like the use of cell phones in the classroom is because they are very easy to use and most people own one and are quite familiar with their use. I like to start where people are at and then move them along a continuum.

Curtin University of Technology has created a mobile website to allow students access to information, support services, and campus wide facilities. It is believed to be the first of its kind in Australia.

Below are two quotes from a news release posted on the school's website:

Curtin students will now be able to access information about transport services, financial support, housing and places to eat, on their mobile phones.

‘We also know that 99 per cent of our students have mobile phones and that 75 per cent of those phones are web-enabled, so this sort of website is going to reach the vast majority of our students.’

How about mobile websites for high schools here in the US? Interesting statistics in the quote above - 75% saturation rate for web-enabled phones amongst their student body (Consistent with what I posted here). What percentage of students in your high school have web-enabled phones? How fast will that market grow in the next few years? Will your campus be prepared for the onslaught of web-enabled phones that I believe is coming to all high schools? 

As prices for both phones and service contracts decline in the next few years, because of competition, will I believe, lead to a surge in web-enabled smartphones amongst high school students. These phones can access the internet without ever touching the school network. How will your Acceptable Use Policy (AUP) address these types of issues? I believe school networks could become irrelevant. Students and teachers will not need to use the school network to access information. They will simply bypass it. That is why I quoted the following in this post:

The article references a report titled "Pockets of Potential: Using Mobile Technologies to Promote Children's Learning". The report recommends that school administrators begin to ease restrictions on the use of cell phones in school. Basically the report validated the approach we had decided upon.

As school budgets become increasingly tighter, how will school administrators answer parent's and board member's questions regarding the use of mobile phones on campus as a way to reduce IT costs? What do you say to the parent who asks why they should spend $150 on a TI-89 graphing calculator when their child's smartphone, that they already purchased, has a graphing calculator app on it that is superior to the calculator? These types of questions loom on the horizon as sure as Mariano Rivera will close out the 9th inning of a baseball game. As administrators, I believe we need to start preparing for these scenario's today.