Over the last two decades, instructional computing introduced algorithmically based procedures and information-processing tools such as word processing and spreadsheets to enhance learning. The Internet added communication, connectivity and collaboration. Education is no longer bound by a specific location. Internet applications change the core relationship between teacher, learner and material, making guided and self-directed distance learning fully actualized. It is clear that ICT opens the door to “virtual schooling”. The web through conventional PC’s is combined with a major disadvantage: It fails in mobility. Students can only access the web at school or at home. Modern educational theories though have proved the significance of informal learning in situ. It is proven that students are more motivated to learn about a historical site or a scientific application when they actually see it, in a museum or in a factory. Presenting information through the web implies that the teacher motivates the students in school or at home, where the motivating stimuli are not present.
It is obvious that for the expansion of the idea of learning and the creation of learning schemes that are based on the effective use of motivation that arises when a student is faced with the stimuli, mobile devices with Internet access can offer significant advantages. The advantages are clear: accessible resources wherever you are, strong search capabilities, rich interaction, powerful support for effective learning, and performance-based assessment: m-learning independent of location in time or space

High school students are visiting a historical monument, like Parthenon. In the framework of their visit they are using PDA devices with Internet connection. The PDA devices give students the possibility to have access in further information about the monument and in related sites. They can also capture moments from their visit just by using the camera of the device and also make their own comments. They can even communicate with students that they are visiting a museum and exchange their experiences, views and ideas.

In situ learning and learning through mobile technology

Classrooms, textbooks, lectures, and training sessions have at least one thing in common. As characteristic of learning opportunities, they take the learners out of the context of their everyday tasks and other activities and situations and put them into specialized learning contexts. Traditionally, this is the way people learned.

But there is another idea, one that promises to complement traditional dedicated learning situations with "contextual learning," in which learning is a dimension of those everyday tasks, activities, and situations. And this alternative approach is becoming all the more attractive in the light of current trends in work and learning, emphasizing continuous and just-in-time learning.

Learning happens in various ways. Students learn in classrooms, but they also learn by exploring streams and parks, trying and failing to perform tasks, talking to friends etc. Adults learn in many of the same ways, by experience, by involvement, by talking with peers and experts, or by delving into a practical problem. All of these can be legitimate learning activities. Virtually any experience can be a learning opportunity, but often the resources to make it so are lacking. We are used to thinking of knowledge as something "stored," "held," or contained in a "body of knowledge." That conception lends itself very easily to conceptions of learning as "acquiring knowledge," collecting it from books, lectures, and other media. We are following a different, complementary insight here, that knowledge is something active in situations and contextual in its very nature. Knowledge is something that happens rather than something that is stored and applied when appropriate.

The idea of contextual learning is fully supported in the framework of m- learning application. In the word m-learning “m” stands for “mobile”, representing the back- stage mobile delivery technology