Abstract:

The growing utility of mobile learning and the possibilities that it implies in relation to access, immediacy, mobility and portability of knowledge are topics of interest and debate among the academic communities. Although mobile technologies have provided classrooms with multiple benefits, there remains a feeling of uncertainty and distrust about the limits and possible scope for mobile devices in the educational and pedagogical fields, therefore a review of the perceptions of teachers regarding the use mobile in classrooms is useful.

This analysis of teachers' perceptions about pedagogical uses of mobile devices, it proposes the recognition of rising trends between two main positions, on the one hand, the existing contributions where teachers consider mobile tools as facilitators in the acquisition of learning due to the wide affordances of mobile devices. On the other hand, contributions that sustain teachers' negative perceptions regarding the use of mobile devices, due to the lack of following, training or reflection about including of these technological tools in curricular and didactic aspects.

The research relies on seven conceptual and analytical categories: content distribution, evaluation of learning, teaching management, class interaction, difficulties of use, and moments in the classroom and pedagogical potentialities of mobile devices.

Keywords:

ICT, perceptions, smartphone, teacher, use.