Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom

This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators inves...

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Bibliographic Details
Published inInternational Association for Development of the Information Society
Main Authors Silveira Sonego, Anna Helena, Rocha Machado, Leticia, Wildt Torrezzan, Cristina Alba, Behar, Patricia Alejandra
Format Report
LanguageEnglish
Published International Association for the Development of the Information Society 01.04.2016
Subjects
Case Studies
Computer Oriented Programs
Educational Innovation
Educational Strategies
Electronic Learning
Foreign Countries
Handheld Devices
Undergraduate Students
Brazil
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Summary:This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as an motivational technological medium that can possibly be used in the classroom. Apps can be used both as a source of information as well as a tool for creating material. Thus, this article will present the results of a study applying teaching strategies in different contexts. It therefore highlights the importance of mobile learning as a viable alternative in the classroom. In order to do so, there was a multiple case study in the undergraduate pedagogy program and a digital inclusion course for seniors, both offered in the second semester of 2015 at the Federal University of Rio Grande do Sul (UFRGS). Educational applications and examples of teaching strategies using apps were created in these classes. Educational applications offer the possibility to bring innovations to teaching practices, as well as new forms of communication, interaction and authorship, thus contributing to the process of teaching and learning. [For the full proceedings, see ED571335.]