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Inclusion strategy for mobile technology in the classroom: experience at the Universidad de Tarapacá

dc.creatorBustos Andreu,Hernando
dc.creatorDelgado Almonte,Milagros
dc.creatorPedraja Rejas,Liliana
dc.date2011-06-01
dc.date.accessioned2019-04-24T21:28:12Z
dc.date.available2019-04-24T21:28:12Z
dc.identifierhttps://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-33052011000100003
dc.identifier.urihttp://revistaschilenas.uchile.cl/handle/2250/58684
dc.descriptionDespite the existence of recognized benefits of the use of information and communication technology in education, the employment of such technology is a complex process that needs appropriate planning and structuring to obtain good results. This article shows the results obtained from the application of a consistent strategy to a set of action plans oriented to the incorporation of a mobile technology platform in the classroom. The results obtained in this experience at the Universidad de Tarapacá allowed us to establish that the process was successful with regard to the academic aspect and detect new imperatives for the inclusion process.
dc.formattext/html
dc.languageen
dc.publisherUniversidad de Tarapacá.
dc.relation10.4067/S0718-33052011000100003
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourceIngeniare. Revista chilena de ingeniería v.19 n.1 2011
dc.subjectICT
dc.subjecteducational technology
dc.subjectinclusion of technology
dc.subjecttertiary/higher education
dc.subjectmobile technology
dc.subjecttechnology inclusion processes
dc.titleInclusion strategy for mobile technology in the classroom: experience at the Universidad de Tarapacá


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