The use of mobile phones to support science teaching and learning outside the classroom is also increasingly common. Benta & Cremene (2004) proposed a multimedia mobile learning application for biology classes. In this study, students recognized a plant following a textual description of Wireless Markup Language (WML) and an MMS provided by the teacher. While searching for the plant, students communicated with their peers and the teacher by exchanging pictures and sending MMS messages. A sensor system for environmental education was developed using mobile phones by Woodgate et al. (2007) as a means of improving learner participation and motivation. A participatory design approach was used to develop the sensor system. In this study, students collected a series of sensor data using probes and cell phones (connected to a data logger via Bluetooth). Earlier, Vahey and Crawford (2002) reported a study in which probes connected to handheld computers were used to determine the water quality of a river. In this study, each student took a measurement using a probe at different points on the stream bed. The students combined their data by transmitting it to a common personal computer. They then used their handheld devices to analyze this data and prepared graphs of the combined data sets. This mobile learning opportunity allowed students to focus on interpretation rather than the tedious process of recording and plotting data. Extensive data collection and sharing led to inquiry-based science practice, both inside and outside of the classroom. With a focus on children's understanding of contextual information about the circumstances in which the data were collected, Woodgate et al. (2008) reported a second study in which students (aged 13-15) used mobile sensors......in the middle of a sheet....../or students to bring "the outside world” in the classroom during a scientific activity. lesson (Ekanayake & Wishart, 2010a). According to the results of this study, the cell phone camera could be used to assist the teacher during different stages of a lesson, including planning, implementation and review. The phones themselves also helped students learn science effectively by providing opportunities for collaborative and authentic learning. In addition to this, Ekanayake and Wishart (2010b) report a study in which students used cell phone video to record the deflection of a galvanometer during a high school science class. According to the authors, the cell phone video camera helped students capture a fleeting (observation) event that might otherwise have been missed. This allowed students to view their observations repeatedly and share them with their peers..