Handheld mobile technologies are more than simply technical innovations or fashion accessories for students in higher education. Increasingly, mobile technologies are used by students as essential tools for their learning. The most widely used forms are mobile phones and PDAs (Personal Digital Assistants) or Palms, though laptop computers, tablet PCs and other portable devices are also used in educational contexts.

Handheld devices have recently incorporated PDA-functionality, providing general computing capabilities with Internet access and telephony. These devices, sometimes termed PPC (Pocket Personal Computer) phones, offer an expanded potential to provide innovative ways of doing things in higher education practices. In many industrialized countries, the mobile phone to student ratio is reaching 90-100% and according to the Office of the Telecommunications Authority in Hong Kong (2005) the penetration level has reached 115%. It is estimated that within three or four years all students in universities in these countries are likely to own and to bring to campus a hybrid form of PPC phone.

To date, there has been limited research into the potential benefits of PPC phones in higher education beyond an exploration of using the devices as an 'educational delivery platform'. Major questions need to be explored concerning the changing opportunities new technologies offer to support learning and teaching; the kinds of assistance both technical and pedagogic staff and students need to help them make good use of these devices to enhance learning; and the kinds of physical learning environments that make the best use of these new opportunities.

This paper outlines the research already conducted in using mobile technologies to support student learning and considers the support needed to ensure effective use of the opportunities the technology provides. The paper also explores new forms of physical learning spaces that are better suited to changing student needs and the changing curriculum demands in higher education.