Despite the fact that investment in technology has increased in Latin America, little is yet known about the integration of mobile devices in educational practices. The objective of this article is to analyse the access, perception of usefulness and frequency of use of the laptops provided free of charge by Plan Ceibal from Uruguay in the pre-professional practices of student teachers. A mixed method was used for the investigation, which includes a survey to 385 students and 15 in-depth interviews. Results show a limited pedagogical use of mobile devices as well as important challenges for emergent pedagogies. Most of the participants incorporate the mobile devices in traditional teaching approaches.
This study explores the use of technology in the design of learning activities by Russian teachers and their relationship with the technology self-efficacy in higher education. The Inventory of Learning Activities with Technologies in the University was translated and adapted to Russian context and validated by retest method. Answers were classified through content analysis. Findings suggest that access to technology, on-line courses, and data elaboration software among teachers should be enhanced. Teachers' self-confidence and use of technologies are related: one increases the level of another and vice-versa.
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