The learning with mobile devices, also known as “m-Learning”, use one of the emerging technologies that contribute to enrich learning environments through the use of devices such as laptops, tablets, MP3 players and smartphones. According to the 2013 Horizon Report, learning with mobile devices tends to be an integral part of the current school education (K-12) because it is increasingly common for students to have and use this technology.
The implementation of 1-1 models in Latin America is growing. Implementations range from providing each student with a laptop this can lead to your home or remaining at the Educational Institution, to the model in which students bring to class your own device (BYOD). Whatever model is adopted, mobile devices facilitate education, contextualized, collaborative, interactive and personalized learning ubiquitous.
For these reasons, UNESCO implemented a program of activities to explore how mobile technologies can contribute to the achievement of the program Education for All (EFA). For example, Mobile Learning Week is the flagship UNESCO conference on the role of ICT in education. This annual event brings together governments, institutions and related education interested in exchanging ideas on how mobile devices Low cost and wide dissemination can contribute to achieving the objectives of the people EFA.
As part of this UNESCO program activities are also conducted including: research to provide guidance elements for developing public policy on this issue, support and training for teachers, conceptual definition of what are the most appropriate to support specific mobile technologies are education and the publication of a series of documents on mobile learning.
Here we review the publications of UNESCO which we consider most useful for those who are working on the implementation of models 1-1 in Educational Institutions:
Policy Guidelines for Mobile Learning (2013)
UNESCO believes that mobile technologies can extend and enrich educational opportunities in different contexts. There is growing evidence that the ubiquitous mobile devices, particularly mobile phones and more recently, tablets, can be used by students and teachers around the world to access information, simplify management and facilitate learning a new and innovative way.
This document contains a set of guidelines are designed to help policy makers better understand what the mobile learning and how their unique advantages can be leveraged to promote progress towards Education for All. The guidelines, developed in consultation with experts from over 20 countries, can be applied flexibly and be useful for a variety of educational institutions of primary and secondary level (K-12), colleges, community centers, technical schools and training. UNESCO encourages policymakers to adopt these recommendations, adapted as necessary, to the idiosyncratic needs and realities of local contexts.
The future of mobile learning (2013)
The technology has changed our world like no one could have imagined. Today mobile devices permeate everyday life, giving unparalleled access to communication and information. As you increase the power, functionality and affordability of these devices also increases their ability to support learning in new ways. This report aims to be a guide on the way, bringing to the fore issues and questions that will surely mark the paths of mobile learning in the next fifteen years and beyond. It begins with an overview of the current status and describing some of the recent innovations in formal and informal education, lifelong learning and educational technology. Then, based on current trends, forecasts the future of mobile learning are formulated, predicting probable technological advances and preferred areas of application.
The following sections mobile learning in the light of the objectives of Education for All (EFA) now and in the future is discussed, and key facilitators as well as the main obstacles to development are identified. Finally, the report indicates the major challenges to be faced in the next fifteen years for mobile learning into the formal education system and affects teaching and learning worldwide. Ultimately, the report aims to provide policy makers and other stakeholders in education a tool to make better use of mobile technologies within continued to improve access, equity and quality of education for all effort.
Mobile Learning for Teachers – Latin America (2012)
This document outlines the most relevant and current initiatives regarding the use of mobile phones as a support tool for comparing teachers enrich their educational practices in Latin America. Educational Bridges in Chile, Estate Mobile Learning in Colombia, and Mobile Interactive Learning Environment in Argentina: three major projects that aim to support the work of teachers in classrooms through the use of mobile phones were identified. These projects are discussed in depth way to define key success factors, sustainability and growth. Eighteen other initiatives in which different mobile technologies, which were short-term or small scale, or that focused on learning outside the formal school system are applied are mentioned. It also briefly describes each of these projects and their salient features are compared.
The analysis of the three main products and other initiatives in the region reveals a number of key factors for sustainability, including the formation of partnerships at national and international level, the implementation of strategies to reduce costs, and implementation of a comprehensive plan that will consider technology, methodology, digital content, curriculum, and professional development and support for teachers.
Mobile Learning for Teachers – Global Issues (2012)
Teachers are the appropriate persons to guide students and their mentor, because collectively form the basis of the educational systems. Considering the huge number of people with mobile technologies, these offer a particularly promising way to qualify new teachers, build capacity among educational practitioners and support the work both inside and outside the classroom. The policy makers almost always arise aim to put ICT in the hands of students. While this is important, teachers are also a key factor in the educational process, and are essential to empower them with knowledge and technological tools that enable them to perform their task efficiently and effectively.
This paper discusses mobile learning from the point of view of teachers. It discusses how mobile phones can both expand access to education and support instruction, management and professional development. It discusses the role that teachers have in mobile learning initiatives, the most appropriate educational content, software platforms available and the most appropriate pedagogical models.
Mobile Learning and Policy – Key Issues (2013)
Mobile technology is increasingly present in society and in everyday life, and hopefully in the near future the vast majority of people have some kind of mobile device. With positive public policies, penetration levels continue to expand rapidly, in line with the fall in prices and supply of increasingly powerful devices, both in developed countries and in developing countries. These trends provide significant opportunities for education but that potential will only be realized with the active participation of different stakeholders and policy use of ICT in education are critical to providing a framework to integrate effectively.
This paper examines a number of key initiatives to implement mobile learning issues, such as creating and expanding infrastructure and connectivity options, choose the model of technology provision, aligning public policy with the relevant legislation on electronic waste and costs and financing.