Estrategia psicopedagógica basada en la teoría cognitiva para el fortalecimiento del uso de la tecnología móvil como escenario de aprendizaje

Abstract

This research addresses the importance of a psychopedagogical strategy based on cognitive theory that strengthens the use of mobile technology as a learning scenario, starting from the problem in relation to the low awareness of students when using the mobile device mainly for entertainment and not taking advantage of it as part of their learning, causing poor academic performance. In the case of teachers, the scarce use of strategies for teaching and learning that incorporate technological tools as support in the educational process is denoted. Therefore, the psychopedagogical strategy supported by the use of technology is of fundamental importance for the continuous improvement of the educational process of the students.