Mobile learning as contemporary practice

the role of teacher education and action in new teaching contexts

Abstract

The growing demand for innovative solutions linked to teaching and learning practices brings about a significant rise in the use of mobile devices not only by learners, but also by teachers in their pedagogical practices. This article sheds light on a reflection based on the analysis of the results of teaching practices conducted by researchers whose experiences were grounded on recent theorizations about mobile learning. For this purpose, a bibliographical research was carried out of recent publications which make use of key concepts of the ever growing debate on mobile learning, as proposed in the program of the Mobile Learning Subject as part of the Linguistic Graduate Program at Universidade Federal de Minas Gerais (POSLIN/UFMG), in the second term of 2020. Threading the discussion from the operational to the social stance, this publication concludes that mobile learning ought to be featured more thoroughly on teacher development curricula, with the aim of approaching not only recent technologies and their affordances, but also ongoing reflections on the roles of educators in the face of new technologies and digital (social) practices through mobile devices.