R. Sánchez, K. Mendieta, M. Lainez, J. Encalada, S. Cruz, M. Arboleda

Universidad Técnica de Machala (ECUADOR)
The rise of technology, in the current moments, deserves the attention of the educational community. Technology is everywhere and at all times at the service of the human being, so it is necessary to find out what extent technology with this ubiquitous approach can favor the educational context. Aligned with this antecedent and considering that there is no clear evidence as to how the integration of mobile educational technology should be approached in specific subject classes, the current pilot study, was aimed to analyze the impact of integrating an educational mobile application within math classes. The present study used mixed research approach (quantitative and qualitative); participatory action research with a quasi-experimental design was combined. Three groups of secondary school students participated in the research: group 1 (30), without mobile application; group 2 (27), only with mobile application for intraclass learning; group 3 (29), with a mobile application for ubiquitous learning (intraclass and extraclass). In order to facilitate the integration of the mobile application in the planning for Skills with Performance Criteria (SPC) of Mathematics, the Substitution Augmentation Modification Redefinition (SAMR) Model was selected to analyze the pre-test and post-test data, statistical analysis was performed using one-way ANOVA and Tukey post hoc tests, this analysis was performed with SPSS Version 22 statistic software package. The results of the data sources used in the present study were triangulated. In the results, improvement in Mathematics learning was observed, mainly, in group 3. It is concluded that the integration of mobile educational technology with a ubiquitous approach favors Mathematics learning results.