THE UBIQUITOUS LEARNING BOOM. USE OF TABLETS IN THE APPROPRIATION OF KNOWLEDGE

The paper aims to address the new forms of ubiquitous learning with tablets in the current university environment. Linking the tablets with the educational community in the university is one aspect of the active methodological demands. Nowadays, the students require exploring some of the changes that have given within the new contexts in the education of the university student, as well as the way in which they impact on thought and learning; they are based from the response that offers to the demands and needs that arise in the academic field. Through descriptive research design, with a mixed approach, a sample of 210 students from two universities is analyzed, integrating the qualitative (managerial) and quantitative techniques. For the validation of the survey, we used the technique of experts, selected by the procedure "Coefficient K". The analysis of the questionnaire was done through the Cronbach test, being significant with 0,897 degree of reliability. Likewise, it proceeded to answer the proposed questions in the research; a mixed design was selected to develop in complementary phases. A first phase was carried out through a survey study through a questionnaire as a quantitative study methodology that provided information about the perceptions of the participants about the frequency of use of the tablets in their training. In the second, the technique of discussion groups and formal interviews were used to the Principals and Coordinators of the different educational institutions, as a qualitative methodology in order to corroborate the information obtained through the survey. The results indicated that there is a lack of knowledge about the pedagogical role, a lack of evaluation and preparation to use tablets in learning and for changing traditional practices. In addition, it is an excellent opportunity to take advantage of these devices to articulate them to the academic, scientific and technological knowledge with the different realities that grow in the university context. Besides, teachers and students do not know the pedagogical use of tablets, which does not allow them to introduce them with greater flexibility in the classroom, because they do not have in mind that this resource could be convenient for all students and, especially, those with learning problems. It is concluded that the use of tablets is a booming research field about educational practice, so it becomes necessary to know their potential in the appropriation of knowledge and meaningful learning in education.