Abstract:

The possibilities of mobile learning begin to draw attention in the educational field, especially in the countries of emerging economies, for two fundamental reasons, the first, the penetration of mobile telephony in the population and the second, the importance that has taken the mobile phone in everyday life. This has allowed new ways of approaching formal knowledge, through new emerging technologies; as are the mobiles.

It is worth highlighting the fact that some countries (France, Chile) have opted for non-use and even prohibition, while in others (United States, Colombia, Argentina) there is a growing concern for the implementation of mobile learning in different areas educational, this suggests circumstances must be faced when implementing this type of technology, on the one hand, the issues related to classroom distraction and on the other, students' motivation and interest in academic subjects.

The rural context away from the traditional dynamics of incorporation and technological integration welcomes a new possibility in the use of mobile technology in education. However, the investigation of experiences related to these possibilities leaves more questions than answers; a lack of structural, systematic and systemic foundations of mobile learning can be glimpsed.

The documentary research carried out reviewed more than 50 texts on rural education, flexible models, ICTs and found that although there are experiences on the possibilities of ICTs in rural areas, there is a decontextualization of them that does not allow to use their maximum potential, because they do not recognize the environments where they are applied.

Keywords:

Learning, mobile, rural.