Cómo definir proyectos de m-learning más sostenibles

• Autores: María José Casañ, Miquel Barceló
• Localización: Education in the knowledge society (EKS), ISSN 1138-9737, ISSN-e 2444-8729, Vol. 14, Nº. 2, 2013 (Ejemplar dedicado a: Aprendizaje estratégico y tecnologías de la información y la comunicación), págs. 271-291
• Idioma: español
• Títulos paralelos:
  • How to define more sustainable m-learning projects for development
• Enlaces
  • Texto completo  1    2  
• Resumen
  • español

    Los teléfonos móviles son usados ampliamente tanto en países ricos como en países pobres, a diferencia de lo que ocurre con otras TIC. La expansión de la telefonía móvil en los países pobres presenta una oportunidad para luchar contra la fractura digital. En estos últimos países, los teléfonos móviles se utilizan para conseguir información y servicios sobre agricultura, sanidad, educación entre otros ámbitos. Concretamente, en el área de la educación son muchos los que piensan que los teléfonos móviles serán una herramienta muy útil para ayudar a conseguir la educación primaria universal, uno de los Objetivos del Milenio propuestos por las Naciones Unidas. Existen, muchas experiencias con teléfonos móviles que dan soporte a la educación (estas experiencias forman parte de lo que se conoce en la literatura como mobile-learning o m-learning). Pero la mayoría de estas experiencias tienen serias limitaciones que afectan a su sostenibilidad a largo plazo. En esta línea, el presente trabajo pretende aportar una serie de guías para definir proyectos de m-learning más sostenibles y viables a largo plazo.

  • English

    Mobile phones are widely used in both rich and poor countries, unlike what happens with other ICTs. The expansion of mobile telephony in poor countries presents an opportunity to fight against the digital divide. In the latter countries, mobile phones are used to get information and services about agriculture, health, and education among other areas. Specifically in the area of education there are many who think that mobile phones are a useful tool to help achieve universal primary education, one of the Millennium Development Goals proposed by the United Nations. There are many educational experiences with mobile phones (these experiences are part of what is known in literature as a mobile-learning or m-learning). But most of these experiences have serious limitations that affect their long-term sustainability. In this line, the current paper provides a set of guidelines to define more sustainable and long-term viable m-learning projects.

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