Abstract
Growing economic instability and the digital divide have been affecting education, especially in the COVID-19 pandemic. Research has shown that students use mobile devices to study in Brazil. This study aims to understand how mobile devices are used in Brazilian educational environments to improve culturally situated learning. During research-training in cyberculture—a research methodology in doctoral research—we proposed activities in which participants (in-service teachers) would narrate their perceptions about mobile learning. From these data, we triangulated the analysis to reflect on narratives, theoretical studies, and my experience in the field, and listed five topics to support actions that improve equity.
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Notes
- 1.
“We” includes the researcher, the advisors, the research group, and sometimes the research participants. We comprehend the research as a collective construction.
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Martins, V. (2023). Mobile Learning and Culturally Situated Practices for Equity in Brazil. In: Hokanson, B., Exter, M., Schmidt, M.M., Tawfik, A.A. (eds) Toward Inclusive Learning Design. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-031-37697-9_6
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