Software libre: alternativa tecnológica en el proceso de enseñanza-aprendizaje / Free software: alternative technology in the teaching-learning process

El Software libre como apoyo a las actividades docentes es una alternativa válida para ofrecer a los alumnos de los diferentes niveles educativos un ambiente propicio para la apropiación del conocimiento, además permite evitar dependencia tecnológica, reducir costos por el pago de licencias, así como formar respeto a las normas sobre derechos de autor. El presente trabajo pretende contribuir en la reflexión sobre la adaptación y utilización de esta tecnología educativa en los distintos momentos del proceso de enseñanza-aprendizaje a través de las diferentes tipologías de software en el ámbito educativo, que permitan al docente desarrollar ideas innovadoras, metodologías y estrategias que logren en el alumno un aprendizaje significativo, creativo y colaborativo, para ser considerados alfabetizados digitalmente en la sociedad del conocimiento al transformar su entorno y mejorar su calidad de vida.

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Construção e Validação de Tecnologia Educativa para Promoção do Processo Ensino-Aprendizagem / Construction and Validation of Educational Technology to Promote the Teaching-Learning Process

ID on line REVISTA DE PSICOLOGIA ◽

10.14295/idonline.v13i47.2019 ◽

2019 ◽

Vol 13 (47) ◽

pp. 465-477

Author(s):

Marcos Antonio Araújo Bezerra ◽

Emanuela Nayara da Silva Bandeira ◽

Samira Bruno Diniz ◽

José De Caldas Simões Neto ◽

Cícero Cléber Brito Pereira ◽

...

Keyword(s):

Educational Technology ◽

Learning Process ◽

Teaching Learning ◽

Tecnología Educativa

O uso da tecnologia na área educacional vem se tornando um assunto de suma importância, e nessa perspectiva, requer-se mais atenção por parte dos docentes nos conteúdos ministrados. A pesquisa objetivou construir e validar uma tecnologia educativa tipo folder sobre mídias digitais. Trata-se de um estudo metodológico, desenvolvido em três etapas. Primeira: construção, elaboração do texto, seleção de imagens e layout para serem usados no folder. Segunda: seleção e validação pelos juízes. Terceira: foram realizadas as correções dos juízes e o encaminhamento para impressão. Os dados foram analisados através de estatística descritiva, por meio do Índice de Validade de Conteúdo (IVC), considerando valido um IVC>0,78. A avaliação dos juízes de conteúdo, classificou a tecnologia educativa validada com um IVC de 0,90. Portanto, o material proposto e construído se torna um material cientificamente valido em meio a comunidade cientifica, auxiliando os professores a inserir a mídia em sala de aula

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Interacción y uso de tecnologías en los procesos de enseñanza y aprendizaje

Educatio Siglo XXI ◽

10.6018/educatio.413441 ◽

2020 ◽

Vol 38 (1 Marzo-Ju) ◽

pp. 119-138

Author(s):

Isabel María Gallardo Fernández ◽

Ana De Castro Calvo ◽

Héctor Saiz Fernández

Keyword(s):

Knowledge Society ◽

Knowledge And Attitudes ◽

Learning Challenges ◽

Sociedad Del Conocimiento ◽

The World ◽

Socialization Processes ◽

Teachers And Students ◽

El Sistema ◽

Teaching Learning ◽

Tecnología Educativa

El nuevo escenario de la sociedad del conocimiento y los desafíos de aprendizaje que debe enfrentar la educación en este milenio han sido determinados por la transformación del mundo en las esferas económicas, políticas y culturales.En este artículo analizamos los procesos de interacción que se producen en los contextos educativos cuando las tecnologías son una oportunidad para lograr cambios profundos que contribuyan a mejorar los procesos de enseñanza aprendizaje desde nuevos planteamientos pedagógicos y curriculares. Todo ello conlleva una reorganización de los centros educativos, la formación y actualización del profesorado y la colaboración de las familias. Los docentes tienen ante sí el reto de cuidar las relaciones y los ambientes que lo hacen posible. Este trabajo se vincula con el Proyecto Escuel@ Digit@l que se inscribe en el campo de la Tecnología Educativa y específicamente en la línea que tiene por objeto de estudio las políticas y las prácticas para la innovación e integración pedagógica de las TIC en el sistema educativo. Basándonos en los análisis y entrevistas realizadas como parte del desarrollo del Proyecto, presentamos algunas evidencias de la investigación acometida que muestran que únicamente la sustitución de un tipo de tecnología por otra no transforma la forma de enseñar ni los procesos para aprender en la sociedad del siglo XXI. El desarrollo y transferencia de habilidades, destrezas, conocimientos y actitudes se da desde el diálogo que se produce en la interacción entre docentes y alumnado lo que conlleva un universo de significados. The new scenario opened up by knowledge society and the learning challenges that education is facing nowadays have been determined by the transformation of the world at economic, political and cultural levels. In this article we explore the interaction and socialization processes that are taking place in learning environments when technologies are an opportunity to achieve deep changes that contribute to improving teaching-learning processes from a new pedagogical and curricular approach. All this involves a reorganization of education centres, the training and updating of the teachers and the collaboration of the families. Teachers face the challenge of taking care of the relationships and the contexts that make possible the articulation of the previously-mentioned lines of action. This work is linked with the Project Escuel@ Digit@l which is being developed in the field of Educational Technology and specifically aims to explore policies and practices for promoting innovation and the pedagogic integration of ICT in schools. The analysis and the interviews that have been undertaken as a part of the project show that the replacement of one type of technology for another does not transform either the form of teaching or the processes to learn in 21st century societies. The development and transfer of abilities, skills, knowledge and attitudes is produced from the dialogue which stems from the interactions between teachers and students.

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Multimedia educativa como recurso didáctico y su uso en el aula

Revista Científica Sinapsis ◽

10.37117/s.v1i10.108 ◽

2017 ◽

Vol 1 (10) ◽

Author(s):

Jaime Gabriel Espinosa Izquierdo ◽

Delia Silvia Peña Hojas ◽

Jacqueline Fatima Astudillo_Calderón ◽

Camilo Jacinto Coronel Escobar

Keyword(s):

Technological Change ◽

Computer Science ◽

Learning Process ◽

Knowledge Society ◽

Point Of View ◽

Design Tools ◽

Sociedad Del Conocimiento ◽

Systemic Model ◽

Cognitive Theories ◽

Teaching Learning

En la presente investigación aborda la problemática de la multimedia educativa, desde el punto de vista de la producción de los mismos para fines educativos, la participación de los estudiantes en el diseño y elaboración de proyectos como herramientas para potenciar el proceso enseñanza – aprendizaje. Su objetivo es proponer la necesidad de diseñar herramientas en softwares donde en la elaboración de las mismas no sea necesariamente imprescindible la programación de las actividades, para propiciar que los docentes puedan realizar estos medios. Para la ejecución fueron utilizados métodos didácticos interactivos que beneficien la retroalimentación en el aprendizaje significativo de los estudiantes, incorporando las distintas teorías cognitivas. Esta investigación aporta teóricamente en un modelo sistémico con el fin de mejorar la interdisciplinariedad de las diferentes asignaturas con la informática, fomentando una mayor cultura informática para una mejor inserción en la sociedad del conocimiento. Palabras Claves: Aprendizaje, Cambio tecnológico, Docencia, Método de aprendizaje. SUMMARY In the present research it deals with the issue of educational multimedia, from the point of view of the production of the same for educational purposes, the participation of students in the design and development of projects as tools to enhance the teaching - learning process. Its objective is to propose the need to design tools in software where in the elaboration of the same it is not necessarily essential the programming of the activities, in order to encourage that the teachers can realize these means. For the execution of the same were used interactive didactic methods that benefit the feedback in the significant learning of the students, incorporating the different cognitive theories. This research contributes theoretically to a systemic model with the purpose of improving the interdisciplinarity of the different subjects with the computer science, fomenting a greater informative culture for a better insertion in the knowledge society. Keywords: Learning, Technological change, Teaching, Learning metho

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Tecnologías de la información y la comunicación para la mediación pedagógica

Ventana informatica ◽

10.30554/ventanainform.27.151.2012 ◽

2012 ◽

Author(s):

Martha Lucía García Naranjo

Keyword(s):

Information Technology ◽

Educational Technology ◽

Instructional Design ◽

Learning Process ◽

Technology And Communication ◽

Teaching Learning ◽

Constituent Elements ◽

Tecnología Educativa ◽

The Way

Resumen Desde tiempo atrás las tecnologías han tenido influencia en la forma de enseñar y aprender, la llamada tecnología educativa ha evolucionado hacia lo que hoy se conoce como tecnologías de la información y la comunicación TIC, de allí que las demandas actuales en el ámbito educativo tienden a la reflexión sobre la integración de éstas a los procesos enseñanza-aprendizaje y sobre el apoyo de las TIC para la mediación pedagógica. En ese sentido es necesario comprender el papel de las TIC en el ámbito educativo, el concepto de mediación pedagógica, los elementos que la constituyen y las etapas generales consideradas en el diseño instruccional que orientan su construcción desde la planeación hasta la evaluación de la acción formativa. Palabras claveTIC, mediación pedagógica, diseño instruccional Abstract Since long ago technologies have influenced the way we teach and learn, the call educational technology has evolved into what is now known as information technology and communication ICT, hence the current demands in education tend to reflection on their integration into the teaching-learning process and the support of ICT for pedagogical mediation. In that sense it is necessary to understand the role of TIC in education, the concept of pedagogical mediation, its constituent elements and the general steps considered in instructional design that guide their construction from planning to evaluation of the training. Keywords ICT, pedagogical mediation, instructional design

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The emotional component of teaching. A reflective training experience with teachers

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess2-2020oa9458 ◽

2020 ◽

pp. 254-267

Author(s):

Alessandra Priore

Keyword(s):

Professional Practice ◽

Learning Process ◽

Professional Experience ◽

School Life ◽

Training Experience ◽

Emotional Component ◽

Emotional Dimensions ◽

Teaching Learning ◽

The Relationship ◽

Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

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Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess1-2019oa7702 ◽

2019 ◽

pp. 3121-334

Author(s):

Carmen Palumbo ◽

Antinea Ambretti ◽

Giovanna Ferraioli

Keyword(s):

Young People ◽

Learning Process ◽

Personalized Learning ◽

Barriers To Learning ◽

Educational Value ◽

School Activities ◽

The Past ◽

Full Participation ◽

Inclusive Approach ◽

Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

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MENGANALISA SIKAP SEBAGAI UPAYA UNTUK MENGIDENTIFIKASI KEBERHASILAN MAHASISWA IPDN

Jurnal Ilmu Pemerintahan Suara Khatulistiwa ◽

10.33701/jipsk.v4i2.720 ◽

2019 ◽

Vol 4 (2) ◽

pp. 25-37

Author(s):

Aam Alamsyah

Keyword(s):

Learning Process ◽

Potential Success ◽

Increasing Demand ◽

Teaching Learning ◽

Objective Description

This article highlights attitudinal analysis which can be used to predict the students’ accomplishment in their study. Analyzing the learners’ attitudes can possibly improve the validity of evaluation which is generally conducted by both lecturers and administrators either during the recruitment or in the teaching/learning process. Besides, this attempt can also be used to predict the students’ potential accomplishment when learning in IPDN. Attitude, which is commonly defined as a behavioral tendency to act in certain patterns, is very important to be analyzed in order to allow the lecturers to have more objective description of the students’ behavior and their potential accomplishment. If this thoroughly applied, attitudinal analysis will not only allow the lecturers and other related staffs to evaluate the good quality candidates, but also allow them to assess the students’ potential success. In line with the continuously increasing demand of the society toward the officials who have more integrity, analyzing attitudes can help select those having good quality, more integrity, and being more prepared in serving the society.

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