It has been shown that as educators and researchers in the field of education, we need to look to the future. Education cannot remain in the present and even less so, it cannot look to the past. Education must bring the future into the present to ensure that every day of "today" is transformed into a more promising "tomorrow." Therefore, in the face of the onslaught of computers and digital devices in the context of an unprecedented technological advance, education should be fully open to the future, and instead of the question, "Should we use technology in education?" "How should we use technology to improve learning?" (C. Ceobanu, 2016)  Our concern in this study is the synthetic revelation of the historical evolution of the use of computers in education and to stop, especially, on the forms that this evolution knows from 1995 until now: e-learning (e-learning), and since 2005, m-learning (mobile learning) and u-learning (ubiquitous learning).

The recent development of mobile communication devices, their accessibility and massive presence in society, the desire for collaboration and mobility have led to the emergence of a new way of access to education, mobile learning, m-learning, an umbrella term (as it was called said) for the integration of portable digital devices in the educational process. We will highlight some aspects related to the integration of mobile technology in the classroom.

Further, the development of mobile digital devices and their integration into everyday life have led to a new paradigm of learning, ubiquitous learning or, in short, u-learning. In the literature, ubiquitous learning has been considered to be seen as an extension of e-learning and m-learning, with certain characteristics, namely: this being a result of an urgent need for learning, an initiative in acquiring knowledge, interactivity of the learning process, awareness of the context; actively offers personalized services; self-regulated learning; continuous flow learning between various contexts; adapting content and learning community. We hope that the study will contribute, in terms of quality and quantity, to the understanding and application of the concepts of e-learning, m-learning and u-learning, the use of specific methods, principles and applications by the academic community, teachers, students, masters, legal professionals involved in lifelong learning.