The present work seeks to characterize ubiquitous learning in the teaching-learning process, so it is proposed to frame it in a contemporary era full of changes and drives that allow not only its consolidation, but its particular use. Likewise, there will be some reflections on its implication within the traditional conception of the classroom, student and teacher, assuming a paradigmatic change when relativizing spaces, times and modes of access to information and the class scenario. The ubiquitous learning, therefore, is a kind of model that every teacher of these times must know and practice for the benefit of their students’ learning.