This study aimed to investigate the limits and possibilities of smartphones from
an educational perspective, without identifying the main challenges involving
their integration as pedagogical practices. The methodology used for its
elaboration was a integrative review with Capes (2019), using the descriptor
“Smartphone and Education”, resulting in 129 articles. After making a list of
refinements, from 2016 to 2018, peer review, in addition to the Portuguese
language, there were 29 left, which had their summaries read and were also
eliminated those that were not directly related to the use of devices in the
school, from which a sample of 09 articles were analyzed. Results regarding the
use of mobile technologies and their integration in school education include: i)
specific actions of experience in History, Mathematics and English Language
subjects; ii) the need for further research in the use of mobile technologies in
pedagogical practices; iii) urgency in the initial and continuing formation of basic
education teachers; and iv) the challenges teachers face in performing their
work without using ICTs. It was possible to observe research on mobile
technologies, as well as some attempts to work with mobile support
collaboration, but the importance of planning for the success of your application
was highlighted.
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