The challenge of teacher training for using of mobile digital devices in higher Education.

Abstract

This paper analyzes teachers' perceptions about digital mobile devices' didactic capabilities and the need of adequate training processes to use them in Higher Education. Through a quantitative methodology, the study analyzes what activities can be more beneficial for incorporation in ubiquitous learning processes and what training needs are more pronounced among teachers depending on educational modality and years of experience. The results show that teachers with less teaching experience perceived greater didactic functionality in the use of digital mobile devices compared to the more experienced teachers; paradoxically, the more experienced teachers needed more training in the educational use of digital mobile devices.