M-learning or mobile learning uses portable electronic devices like phones and tablets to enable learning across different contexts. It allows for flexible, distance education where learners can access materials anywhere. Examples in Latin America include Mati Tec in Mexico, which saw academic performance improvements of 10-12% after introducing mobile phones in classrooms. While m-learning increases accessibility, some criticisms include a lack of teacher training and a digital divide between students and instructors. Proponents argue that proper implementation through motivating activities can strengthen learning rather than detract from it. The document questions if m-learning meets classroom requirements and calls for more scientific studies on its effectiveness.

1. Mobile e-learning o M-Learning
by Beler Nolasco A.
Rep. Dom. 2016
Ministerio de Educación

2. What is it?
• M-learning or mobile learning is defined as "learning across multiple
contexts, through social and content interactions, using personal
electronic devices.“ A form of distance education, m-learners use mobile
device educational technology at their time convenience.
• M-learning technologies include handheld computers, MP3 players,
notebooks, mobile phones and tablets. M-learning focuses on the
mobility of the learner, interacting with portable technologies. Using
mobile tools for creating learning aids and materials becomes an
important part of informal learning.
• M-learning is convenient in that it is accessible from virtually anywhere.
Sharing is almost instantaneous among everyone using the same
content, which leads to the reception of instant feedback and tips. This
highly active process has proven to increase exam scores from the fiftieth
to the seventieth percentile, and cut the dropout rate in technical fields
by 22 percent. M-learning also brings strong portability by
replacing books and notes with small devices, filled with tailored learning
contents.

3. Examples of mobile learning in Latin America
• Mati Tec is a good example of m-learning in Mexico. This is a project
developed by the Monterrey Institute of Technology and Higher
Education, Campus Ciudad de Mexico, whose aim is that "technology
will facilitate and improve learning, as well as motivating children to
study and look for resources on the network allow them to generate
new skills and knowledge. "

4. •
Mati Tec began in January 2011, with the name of Harppi-Tec in
collaboration with the Finnish company Ympyra. In the first stage it
came to 188 elementary school childrenfrom schools in
the Federal District. After the intervention of cell in the classroom "an
improvement of between 10 and 12 percent in their academic
performance was observed, including results in the ENLACE test." In
addition, researchers from ITESMCCM applied students
a math test after six weeks of the project in their schools.

5. • In the second stage, which was in 2012, it took the name of Mati Tec and,
thanks to the joint effort with the Campus Estado de Mexico, Santa Fe
Campus and Campus Toluca, expanded to 2380 students in public
elementary schools. In 2014 the Mexico City Campus developed the third
phase, in which 400 students from four schools worked with cell for three
months.
• With cell phone use to learn various subjects, students acquire important
skills for development, the main ones are: information processing and
digital competence, mathematical competence and, from 2014, the
linguistic and communicative competence.
• Another example in Latin America MADE-mLearn, a framework developed
in Argentina by researchers at the National University of Santiago del
Estero and the National University of Catamarca, to analyze and evaluate
experiences of m-learning, and designing new experiences, and that takes
into account the context (ecosystem), mode of interaction, and the
foundations that support learning.

6. Criticisms of the Mobile
Learning

7. • Currently, the main reluctance to use m- learning in school are based
on its "misuse". As expressed Hwang and Chang (2011), "The
availability of mobile technology actually does not guarantee that will
be used in an educational setting, just the mere adoption of a new
technology does not ensure effective learning" .
• The criticisms that are made to m- learning are based on ignorance on
the part of teachers of new technologies, lack of training on their
proper use and effectiveness causes a digital divide between students
and teachers but, contrary to what the staunchest exposed to the
traditional methodology, are not insurmountable differences. Marc
Prensky, introduced a new concept in 2009: "digital wisdom" which
suggests that the digital divide is growing lack of interest in relation to
the increasing digitization of our societies. It has already been shown
that prohibit indiscriminate use of cell phones in the classroom is not
a realistic solution to the problem.

8. • Faced with criticism and negative, proponents argue that its
implementation is not dropping out, but strengthen it through the
realization of motivating and dynamic activities; by involving students
/ as a different use of technology they handle daily. Among the
negative aspects that force provide the discourse against the use of
mobile technology, we find the physical limitations of the same, as
discussed earlier in this document, the small size of their screens,
buttons, limitations and battery memory space and connectivity
problems or the existence of few educational applications.

9. And you dear reader thinks of Mobile learning ??
Does it meet the requirements for use in the
classroom ???
Are they valid criticism or need more scientific
studies to test their effectiveness?
Sources
https://en.wikipedia.org/wiki/M-learning
https://es.wikipedia.org/wiki/Aprendizaje_electr%C3%B3nico_m%
C3%B3vil