Didactic elements of mobile learning: Conditions for using technology to support learning processes

Abstract

The aim of this paper is to analyse the conditions under which the use of mobile technology can support teachers in the design, implementation, and evaluation of learning processes. We pose two research questions: 1. What is the appropriate theoretical framework for designing educational activities with the use of mobile devices, and 2. How can the crucial factors affecting mobile learning be grouped into a community taxonomy? A "Design-Based Research" methodology is used. This article presents the first phase of the validation process in which a mixed questionnaire has been used for the identification of the didactic elements extracted in the literature review. The results show a 0.688 kurtosis and a Cronbach's index of 0.911 for 53 items. The study presents a basic framework of seven elements that condition the use of mobile technology in teaching and learning processes: 1. content, 2. methodological strategies, 3. activities, 4. assessment, 5. technological resources for learning, 6. mobile resources and 7. The teacher. The digital competence of teachers is key to the integration of all seven elements.