Das vorhandene Potential von WILDS (Wireless Internet Learning Devices, Funkvernetzte Internet Lerngeräte) in der Schule wird nur unter drei Bedingungen ausgeschöpft werden können:

1. Es benötigt Forschung und Begriffsklärung zu den spezifischen Eigenschaften von WILDs, die dann zu einem Mehrwert beim Lehren führen.
2. Bei der Entwicklung von spezieller Schul-Software für WILDs muss der Focus weg von der Technologie hin zur Pädagogik und sozialen Abläufen verschoben werden.
3. Die momentan starke Zersplitterung des PDA-Marktes verbunden mit inkompatiblen Betriebssystemen und APIs erschwert die Entwicklung und Verbreitung von Schulsoftware für WILDs.

Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, ‘wireless, mobile learning’ is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, ‘pedagogical applications’ are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, ‘large scale’ impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment ‘wireless mobile technologies for education’ are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation.

Roschelle [Ros03, pg.262] tried a useful classification by types of application, i.e. classroom response systems, participatory simulations, and collaborative data gathering. Even this classification was neither generic nor complete, but it covered a good deal of mobile learning activities at that time and still does today.