Teachers' capacities to incorporate m-learning strategies in their teaching and learning processes. Study of a Colombian case

This contribution presents the results of a project that aims to promote the reflective use of mobile devices in teaching-learning processes in educational institutions in the Urabá region, in Antioquia (Colombia). The first phase of the project consists of a diagnosis, based on an instrument, field visits, and workshops with teachers and managers. Two central aspects are highlighted from the results: most of the teachers have postgraduate training and evidence a basic level of skills for the use of ICT. The design and implementation phase was affected by the crisis generated by the COVID-19 pandemic. Therefore, in this phase virtual strategies were developed to finalize the training process on m-learning with teachers from the region. The study confirms that teachers have an adequate disposition to incorporate mobile learning didactic strategies.