Abstract:

The presence of mobile technology in the classroom poses a challenge for the teacher within the current educational scenario, where its actors search, send and receive information second by second easily and quickly through their smart mobile devices (Smartphones). This ease of access to mobile technology used in education promotes the emergence of new pedagogical models that involve changes in the way of teaching and learning; that is why the present investigation analyzes the application of the M-learning model (Mobile Learning), in Higher Education of Ecuador, in the careers of Computer Science and Multimedia Systems of the Faculty of Philosophy of the University of Guayaquil where a study was conducted of the nonexperimental descriptive type, with 120 students of eighth semester and third year, of the night shift and 25 teachers, to whom a structured questionnaire of 22 questions with 15 items was applied. The result of the study showed that 99.4% of the respondents have at least one smartphone enabled, 97.2% access to digital content of study in the classroom; 87% think that the Smartphone is a useful tool in the classes; of the teachers surveyed, 98% consider that the use of this model facilitates learning and collaborative work; 93.2% send jobs and communications to students through their smartphone, for 85.3% of teachers the use of mobile devices in their subjects has improved the academic performance of students. It was concluded that M-learning has a high level of acceptance among the university society, stimulating communication and academic performance, so it is necessary to include M-learning as a new pedagogical model in higher education in Ecuador

Keywords:

Mobile learning, education, technology, model, communication.