Teléfono móvil y educación Several studies have shown that the cellular or mobile phone is among the favorite media for young people. The age range between 10 and 18 is characterized by being the first generation that has grown with this medium and therefore it is fully integrated into your own life.
Communication via SMS (Short Messaging Services) is the most privileged teenagers, thus overcoming communication via chat or e-mail. Among the reasons for this choice are: low cost, the ability to create own unique jargon and allows to be continually in touch with friends.
The cell has motivated many changes both in behavior and in terms of relationships and language. In this regard, I recall the words of my teacher education class on average watching how the mobile phone could be considered a personal journal or as an extension of our memory and in it we keep our memories and experiences as a photography, video sms, mms.
Consider now what might be the possibility of using it in education. Say
as it stands will have to travel a long way. Although there are numerous media projects that use education as a means of reflection, which suggests parallel reflection on their own user behaviors, the cell is very controversial these days and raises many negative reactions in the educational community.
cultural instruments, such as cell phones, are built by humans as part of their cultural adaptation process and fulfill specific functions. But it is in the same use made of them that re-located in the complex relationships established between representations of the medium, the medium itself, and ambiente cultural.
El celular no es solo un vehículo que transporta sms. Es un instrumento que influencia el comportamiento y las capacidades cognitivas de las personas a través del uso que hacen de él. Además, es un instrumento multimedial ya que en él convergen varios medios : cámara de fotos, video, lector de música, internet, texto etc.
Desde el punto de vista didactico, los procesos mentales que el docente pretende solicitar al estudiante deberían encontrar correspondencia en los aspectos estructurales del instrumento didáctico usado si se pretende contribuir al aprendizaje
Entre las principales ventajas se encuentra : la portabilidad y la disposición just in time, la facilidad de uso y de manejo, multimedia, multisensory learning proposed by appealing to different codes (text, sound, images) the ability to produce, investigate, select information, and publishing products (obviously most of these possible activities will depend on the functions and services of the phone).
Some limitations: The memorioa limited (depending on model), low speed processo, awkward interface, small keyboard, monitor low resolution, depending on the batteries
In general we may define at least 5 attributes of the cell for use in thinking educational area:
1) portability and ease of use, providing the possibility of making film-type activities (previously done with other tools such as video cameras, but their high costs decreased or canceled their use)
2) Allows the collaborative work.
3) allows to work with multimedia materials, with different codes promoting multisensoriality, milticodificalidad, multirepresentatividad
4) Promote the active participation of students, transforming them into producers of materials. It offers the opportunity to express their ideas and be active agents of their own learning.
5) Develop the ability to communicate orally, in writing, with images through sound etc
In conclusion promotes cellular communication operations, expresiones de creatividad, de producción, Sintesis y desarrollo de capacidad de lectura en clave the multimedia y la capacidad de provlem solving
