La educación vial es un asunto plenamente abordado en Iberoamérica y escasamente comprendido en México. Involucra características demográficas, nivel educativo (y grado de alfabetización), así como identidad personal o colectiva. La educación de los adultos, particularmente la que tiene que ver con seguridad vial y la coexistencia de los actores involucrados, demanda asumir roles de responsabilidad y demostrar predisposición para realizar acciones conjuntas; puede entenderse como un proceso de conocimiento y socialización tanto de reglas intrínsecas de conducta, como de normas-claras y justas-que deben conocer transeúntes y conductores motorizados. En este estudio se presentan algunas acciones y omisiones gubernamentales para implementar programas de cultura vial en el Estado de Jalisco, México, en especial en la zona metropolitana de Guadalajara, así como para sensibilizar sobre esta temática a los adultos residentes de la zona para lograr un aprendizaje constante y permanente.

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The following study consists on comparative literature review conducted by several researchers and instructional designers; for a wide comprehension of Mobile-Learning (abbreviated M-Learning) as an educational platform to provide 'anytime-anywhere' access to interactions and resources on-line, and Technological Literacy (TL), as a potential outcome of Technology Education (the study of Technology). The similarity between M-Learning and 'M-Education' might be confusing, in another way, here is explained the difference regarding both. Most of the theory developed on M-Learning was conceived in English, as digital resources of public dominion; however, there is a mention for skills applied by students to use mobile devices, originally conducted in Spanish. The method implemented is deductive/inductive reasoning: Boolean data type. The purpose for this study is to merge it with subsequent investigations, and linking the most outstanding concern with a common dissertation.

This paper examines the role of narrative as an avenue for critically unpacking family history. In this case, the narrative grows out of the preparation and performance of a one-person play, "A Conversation with Alana: One Boy's Multicultural Rite of Passage." Through continuously rethinking family history during the rehearsal and performance process, the intersection of marginality and privilege within a single life trajectory is analyzed.

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