Publisher Center for Brazilian Studies at Columbia University
Release Date 2015-08-15
Author(s) Fernanda Rosa and Gustavo Azenha

Co-authored by Fernanda Rosa and Gustavo Azenha, the study presents a challenging reality. Despite efforts to acquire tablets and laptops for teachers and students by the federal and local governments, deficiencies exist in the pillars of infrastructure, digital content and teacher training, which are all necessary for the development of policies that effectively integrate digital technologies in education.

The study seeks to contribute to articulating a normative concept for supporting the design of effective mobile learning policies, which it regards as central, beyond the three pillars discussed above, to student learning and mobility of current technologies present in many schools. The authors also present a qualitative classification, which identifies five profiles of teachers and can help formulate more effective continuing education programs tailored to the heterogeneous knowledge of and engagements with technology among teachers. The research recommendations conclude with a monitoring and evaluation plan to monitor and sustain the development of more structured mobile learning policies.

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