The UNESCO’s report on mobile learning (2012) acknowledged the existence of twentyone mobile learning initiatives in Latin America related to pedagogy in and outside the
classroom.
Even when three of these initiatives took place in Mexico, none of them focused on
language learning. Going even further in the matter, Negrete (2010) points out that only 3% of
the educational intervention projects that take place in Mexico every year are carried within the
private sector (See the Figure 1).
Figure 1. Educational Intervention Projects in Mexico
This means there is little precedent regarding the incorporation of mobile devices into the
English language teaching-learning process within our national private educational system.
Furthermore, it seems that this thematic concern had never been addressed before at UVM
Campus Veracruz; even when teachers have shown a generalized feeling of discomfort towards
students’ using mobile technology in the classroom.
According to Brooks-Young (2010), teachers need to rethink their approach to instruction
by trying out student-centered strategies that focus on collaboration, communication, and
problem solving. Cambridge University Press books (Touchstone is used at the UVM), translated
this understanding into Communicative Language Teaching (CLT) activities that focused on real
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