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Here we present just a few of the latest research facts regarding mobile technology. What does this mean for our students? What does it mean for the workplace they are going to be entering? Part of the reason that we believe in the implementation of mobile technology into the classroom is because of how prevalent technology is becoming in every other area of our lives. It is important to consider what this means for our students and for our teaching.

 Over 50 percent of the global population has a mobile phone (Kemp, 2014).

 Research has shown that daily technology integration into every class period is the most effective strategy for improving teaching and learning (Graeves, Hayes, Wilson, Gielniak, & Peterson, 2010).

 By 2017, half of the world’s employers will no longer provide devices for employees; instead, employees will be expected to supply their own work device (Johnson, Adams Becker, Estrada, & Freeman, 2014).

 In 2014, 56 percent of U.S. school districts had a bring-your-own-device (BYOD) program in place, up 30 percent from 2013 (Johnson et al., 2014).

 Students who attend schools where technology is used in courses daily have fewer discipline problems, higher attendance rates, and are more likely to attend college than students who use technology weekly, monthly, or not at all (Graeves et al., 2010).

 Of the technology used in schools, 45 percent is use of mobile devices, such as laptops, netbooks, tablets, and smartphones (Graeves et al., 2010).

 In 2015, 80 percent of people who access the Internet will do so from a mobile device (Johnson, Smith, Willis, Levine, & Haywood, 2011).

 During 2014, American K–12 schools spent an estimated $9.94 billion on educational technology, an increase of 2.5 percent over the previous year, according to Joseph Morris, director of market intelligence at the Center for Digital Education website (http://www.centerdigitaled.com/) (Murphy, 2014).