One of the biggest challenges for ubiquitous and individualized digital learning technologies is the reliability and availability of the technology itself.
In my own experiences of using digital technologies in a learning environment, many of these technologies rely on a stable internet connection to function, and on occasions when the internet is down or not responding as expected, a lot of digital learning technologies become redundant and unusable. This is a challenge which will need to be kept in mind when designing learning technologies, that they need to operate in a way which is consistent to the type of internet that is available.
In discussing this topic with my sister, who is studying to become an early childhood educator, she talked about having classes in computer labs and how students would often end up being unable to access their computer accounts and that half the class time would be spent trying to fix this issue. I personally had this same experience recently over the Easter break when I found that my EIT online account had suddenly stopped recognizing my password, with no prior warning. This led to me losing valuable time which could have been spent working on assignments, when I was instead trying to contact people to get the issue sorted.
Likewise, the availability of the technology can impact class learning – for instance if some students have access to the technology and others do not. In class situations where students are to bring their own devices, you can end up with a wide range of devices, depending on their affordability. This means that educators need to be able to able to use all of these devices and provide course content etc which works on a wide range of platforms.