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How can we use technologies to make learning more connected, more mobile? In Knowledge building students work in a community, investigate a topic, ask questions, conduct research, and self-assess progress. They also engage in face-to-face and online discussions to share, critique, build on, and synthesise ideas that are new to the community. It is a way of advancing personal and community knowledge.

Many teachers do not see informal learning as they domain. But there is a semiotic relationship between formal and informal learning "The emphasis is on sharing, working together, and using a wide range of cultural references and knowledge..."

Knowledge is not fixed, not transmitted by authority, and we are constantly creating knowledge. There is a shift in control via ubiquitous access to learning resources, and in turn, the learners produce knowledge. This person is a mobile learner...and the whole world is mobile...the whole world is our curriculum.

She argues that for children to become successful adults, they need to know more than just how to read, write and multiply. They need to learn fundamental social skills, such as the ability to “persist in goal-oriented activity, to seek help when needed, and to participate in and benefit from relationships.” The arts are an invaluable teaching tool in this regard, in that they “naturally and frequently involve group tasks,” she notes. “Activities such as dramatic play or dancing in unison provide a venue for learning collaboration and cooperation.”

“If all teacher certification programs at the elementary level were to equip teacher candidates with arts-based techniques for supporting the social-emotional development of children,” she writes, “this would not only benefit students but also create a broader base of support for the ar

Mobile Learning for Teachers in Latin America 

Turning on Mobile Learning in Latin America