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The rapid evolution of mobile telephoninghas become atrue "revolution", especially after the advent of smartphones, causingchanges ininformation behaviorin the developed world, but is also being perceivedas an opportunity of progressindeveloping countries, such as Africa. This contextexplains the tendencyof projectingmobile devicestowards educationdue tochanceson convergence, multimedia and interactivity, as well asthe application frome-learning. Successful practices of this applicationoriginatedthem-learning, whicheducational effectiveness is discussedby analyzing the achievement of the educationallevelsofBloom starting fromthe activities ofm-learning and the use ofmobileapplicationsfollowing the Naismith learningmodels. We focus, then, on studies of educational applicationsofm-learning, withspecial referenceto projectsof the European Unionbetween the years2005-2011, ending with their applicationsin libraries, them-library. We analize the obstacles to effective impactofm-learning ineducation, presentinga method of detecting obstacles, through various phases, with indication ofresultsand analysis, to addressthe problems that them-learning has tosolveregarding technological problems, content editingandfornecessarye-inclusion.
m-learning; competential education; digital divide; e-inclusion; informational competencies