Abstract
Mobile Learning (mLearning) technologies have rapidly expanded in utilization. These technologies are ubiquitous and inexpensive, and proliferate among various student populations. Preferences, by gender, for mLearning technologies among a higher education student population at a large research and teaching university in the United States are explored in this research article. Communications tools, collaborative tools and technology activity were analyzed according to gender. A cluster analysis was performed in order to categorize the data into two clusters: technology active and technology non-active. These clusters were then analyzed according to gender membership. The findings suggest that technology adoption is consistent across genders. However, there are some distinct trends in preferences that were discovered
&
&