scholarly journals Diseño e implementación de una aplicación móvil de realidad aumentada, para la enseñanza de química general en ingeniería

2021 ◽  
Vol 2 (4) ◽  
pp. 6246-6258
Author(s):  
Andrea de las Mercedes Arias Padilla ◽  
Tania Gloria Tapia Opazo ◽  
Natacha Alejandra Pino Acuña ◽  
Juan José Gutiérrez Álvarez
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
New Technologies ◽  
Second Phase ◽  
Acid Base Balance ◽  
Chemistry Teaching ◽  
Nuevas Tecnologías ◽  
Base Balance ◽  
The Subject ◽  
Teaching Learning

La química es una ciencia básica que incluye conceptos abstractos, fenómenos y objetos que no pueden verse a simple vista, lo que dificulta un aprendizaje significativo y homogéneo en los estudiantes, además de obstaculizar la motivación en el proceso de aprendizaje de esta ciencia. Por lo anterior, este trabajo propone como objetivo general el diseño e implementación de una aplicación móvil con tecnología de Realidad Aumentada (RA) para utilizar como apoyo en el proceso de enseñanza-aprendizaje de la Química General en carreras de ingeniería de la Universidad de La Frontera, y que nos permita determinar el grado de motivación que genera en los estudiantes. La propuesta, tiene como primera etapa el diseño de la aplicación móvil con uso de RA en la temática de Equilibrio ácido-base, utilizando el motor de videojuegos multiplataforma Unity y el SDK de Vuforia, y una segunda etapa de prueba de la implementación a estudiantes de primer año de Ingeniería, donde además se aplicó una encuesta de percepción. En esta última, los estudiantes manifestaron una gran aceptación de la aplicación, además de señalar que la incorporación de nuevas tecnologías en la enseñanza de la química permite una mayor motivación e interés en la clase.   Chemistry is a basic science that includes abstract concepts, phenomena and objects that can not be seen with the naked eye. That  makes more difficult for the students to obtain a meaningful and homogeneous learning, and makes more difficult to get motivation in the Chemistry learning process. That is why the general objective of this work is the design and implementation of an application using augmented reality  in order to use the application as a complementary material in the Chemistry teaching-learning  process, in the subject General Chemistry for engineering careers in Universidad de la Frontera, and to determinate how motivated the students can be after using this application. The first phase in this process is the designing of the application using augmented reality with the subject acid-base balance, using the videogames multiplatform motor Unity and the Vuforia´s SDK. The second phase was  testing the application on first year engineer students in Universidad de la Frontera, it was also added a poll to have an opinion of them. They were satisfied with the application and declared that the use of new technologies increases the motivation for the subject.  

scholarly journals Diseño y evaluación de una aplicación para Educación Física de orientación deportiva en el medio natural

2021 ◽  
pp. 43-61
Author(s):  
Remigio Pérez Rabadán
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
New Technologies ◽  
Learning Experience ◽  
Educational Process ◽  
Use Of Technology ◽  
Nuevas Tecnologías ◽  
The Subject ◽  
Teaching Learning

Se trata de una propuesta de innovación que pretende ser realizada en el contexto de las actividades en el medio natural en relación con las tecnologías de la información y comunicación a través de la materia de Educación Física en un centro educativo de Educación Secundaria. Se pretende poder innovar en nuestro contexto educativo con la incorporación de las nuevas tecnologías y poder comprobar los resultados, siendo así el centro de nuestro trabajo el diseño y evaluación de una aplicación que creemos mejora la experiencia de aprendizaje de los estudiantes. La intervención ha consistido, por tanto, en el desarrollo e implementación de una aplicación móvil (Orienta Educación Deportiva) basándonos para ello en el análisis de los criterios de diseño y usabilidad de varias aplicaciones relacionadas con la materia, que propone caminos interactivos y actualizados en el proceso educativo, con el fin de mejorar y enriquecer el proceso de Enseñanza-Aprendizaje del alumnado mediante el uso de dispositivos digitales.En consecuencia, cien alumnos han usado y evaluado esta aplicación durante el curso escolar 2019-2020. Para la evaluación, han cumplimentado un cuestionario sobre su usabilidad y experiencia en el proceso de Enseñanza-Aprendizaje, así como expresado su opinión en relación al uso de la aplicación en orientación deportiva. Tras el análisis de los resultados obtenidos se puede observar que los alumnos valoran la aplicación de forma muy positiva en referencia a las características de la misma con valores de conformidad por encima del 85%, mostrando también un grado de adquisición de nuevos contenidos en su experiencia de aprendizaje con valores del 87%. La Educación Física está llamada a seguir procesos de inmersión digital, asociados al uso de tecnología, especialmente la móvil (Díaz,2019). Por lo que con la implantación de esta propuesta de innovación se intenta fomentar el uso de las nuevas tecnologías. This is an innovation proposal that aims to be carried out in the context of activities in the natural environment in relation to information and communication technologies through the subject of Physical Education in a Secondary High School. The aim is to be able to innovate in our educational context with the incorporation of new technologies and to be able to verify the results, thus being the center of our work the design and evaluation of an application that we believe improves the learning experience of students. The intervention has consisted, therefore, of the development and implementation of a mobile application (Orienta Educación Deportiva) based on the analysis of the design criteria and usability of various applications related to the subject, which proposes interactive and updated paths in the educational process, in order to improve and enrich the teaching-learning process of the students through the use of digital devices.Consequently, one hundred students have used and evaluated this application during the 2019-2020 school year. For the evaluation, they have completed a questionnaire about their usability and experience in the teaching-learning process, as well as expressed their opinion in relation to the use of the application in orientation. After analyzing the results obtained, it can be seen that the students value the application in a very positive way in reference to its characteristics, with conformity values above 85%, also demonstrating a degree of acquisition of new contents in their learning experience with values of 87%. The Physical Education is called to follow processes of digital immersion, associated with the use of technology, especially mobile (Díaz, 2019). Therefore, with the implementation of this innovation proposal, an attempt is made to promote the use of new technologies.  

scholarly journals New technologies and musical expression; other languages in education

Comunicar ◽  
2004 ◽  
Vol 12 (23) ◽  
pp. 25-30 ◽  
Author(s):  
Juan-Bautista Romero-Carmona
Keyword(s):  
Learning Process ◽  
New Technologies ◽  
The Other ◽  
Musical Language ◽  
Musical Expression ◽  
Other Hand ◽  
Language Spread ◽  
Nuevas Tecnologías ◽  
The One ◽  
Teaching Learning

This paper tries to show a brief but profound view about new languages of communication introduced at school. On the one hand, the musical language included in the curriculo and the other hand the technological language spread in our society in order to transmit the importance of new technologies as well as the different posibilities that they offer to the teaching-learning process inside the educational area focusing on the musical educational one. Con este artículo se pretende dar una visión superficial, pero cargada de intencionalidad, sobre algunos de los nuevos lenguajes de comunicación que se han implantado en la escuela. Por un lado, el lenguaje musical recogido en el currículo y por otro, el lenguaje tecnológico extendido en nuestra sociedad. Se intenta transmitir la importancia que tienen las nuevas tecnologías, así como las diferentes posibilidades que ofrecen para el proceso de enseñanza-aprendizaje dentro del ámbito educativo, centrándonos de manera especial en el campo de la educación musical.

scholarly journals A Exigência de Novos Padrões no Ensino Jurídico Frente as Novas Tecnologias

2020 ◽  
Vol 6 (12) ◽  
pp. 335
Author(s):  
Maria Angélica CHICHERA
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Legal Education ◽  
Education Technology ◽  
Historical Research ◽  
Sulla Base ◽  
Nuevas Tecnologías ◽  
Technology Teacher ◽  
Teaching Learning

RESUMOO presente artigo tem por objetivo abordar questões no que dizem respeito aos recursos de aprendizagem utilizados nas salas de aula e a inclusão das novas tecnologias no ensino jurídico, como mais uma opção de ferramenta a ser implementada no processo de ensino e aprendizagem. Importante se faz, verificar se há a compreensão pelos docentes do Direito das reais tendências para o futuro e se os efetivos impactos que as novas tecnologias têm revolucionado o mundo escolar e de como elas estão modificando o modo de pensar e agir dos agentes envolvidos no processo ensino-aprendizagem, numa sociedade globalizada e informatizada. Por se tratar de um estudo descritivo e hipotético, será realizado com base na pesquisa bibliográfica e histórica, utilizando-se do método indutivo.Educação Jurídica. Tecnologia. Docente. Ensino Jurídico. Novas Formas de Aprendizagem.ABSTRACTThe aim of this article is to address questions regarding learning resources used in classrooms and the inclusion of new technologies in legal education, as a further option of a tool to be implemented in the teaching and learning process. It is important to verify if there is an understanding by law teachers of the real tendencies for the future and if the effective impacts that the new technologies have revolutionized the school world and how they are modifying the way of thinking and acting of the agents involved in the process teaching-learning, in a globalized and computerized society. Because it is a descriptive and hypothetical study, it will be carried out based on bibliographical and historical research, using the inductive method.Legal Education. Technology. Teacher. Legal Teaching. New Forms of Learning.RESUMENEste artículo tiene como objetivo abordar cuestiones relativas a los recursos de aprendizaje utilizados en las aulas y la inclusión de las nuevas tecnologías en la enseñanza jurídica, como una opción más de herramienta que puede ser implementada en el proceso de enseñanza y aprendizaje. Es importante comprobar si existe un entendimiento por parte de los profesores de Derecho de las tendencias reales para el futuro, si tienen idea de los impactos efectivos que las nuevas tecnologías han revolucionado el mundo escolar y cómo ellas están cambiando la forma de pensar y actuar de los agentes implicados en el proceso de enseñanza-aprendizaje, en una sociedad globalizada e informatizada. Se trata de un estudio descriptivo e hipotético, se realizará con base en una investigación bibliográfica e histórica, utilizando el método inductivo.Educación Jurídica. Tecnología. Profesor. Enseñanza Jurídica. Nuevas Formas de Aprendizaje.SOMMARIOQuesto articolo si propone di affrontare le questioni relative alle risorse di apprendimento utilizzate nelle classi e all'inclusione di nuove tecnologie nell'educazione giuridica, come un'ulteriore opzione di strumento che può essere implementata nel processo di insegnamento e apprendimento. È importante verificare se c'è una comprensione da parte degli insegnanti di diritto delle reali tendenze per il futuro, se hanno un'idea degli impatti effettivi che le nuove tecnologie hanno rivoluzionato il mondo scolastico e di come stanno cambiando il modo di pensare e di agire gli agenti coinvolti nel processo di insegnamento-apprendimento, in una società globalizzata e informatizzata. Si tratta di uno studio descrittivo e ipotetico, sarà condotto sulla base di una ricerca bibliografica e storica, utilizzando il metodo induttivo.Educazione giuridica. Tecnologia. Insegnante. Educazione legale. Nuovi modi di apprendimento.

scholarly journals Technical Efficiency in Shackled Actions after A Short Audiovisual Training Session

2014 ◽  
Vol 7 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Domingo Jesús Campo Ramos ◽  
Antonio A. Sánchez Peraza ◽  
José Juan. Robles-Pérez ◽  
Pedro Montañez-Toledo ◽  
Vicente Javier Clemente-Suárez
Keyword(s):  
Learning Process ◽  
Execution Time ◽  
New Technologies ◽  
Training Session ◽  
Video Camera ◽  
Second Phase ◽  
Know How ◽  
Significant Difference ◽  
The Subject ◽  
Limb Immobilization

Introduction: Shackled maneuver was poorly studied in specific literature despite being a technique used every day for security and police forces. The use of new technologies had reported important benefits in learning process and could improve shackled learning process. Therefore, the objectives of the present research were: (i) to analyze the effect of an audiovisual training on the efficiency in shackled technique in three different stress situations and (ii) to study the week point in the shackled maneuver to know how to improve the audiovisual training. Methods: Technical procedures in shackle techniques in 3 different situations of 26 male soldiers were analyzed after an audiovisual session. The situations were normal, alert and danger. All the shackle interventions were filmed by a video camera and were analyzed later. Shackle maneuver was divided in approach to the subject, subject control, placing the first shackle, limb immobilization, placing the second shackle, frisk and transfer. Every part of the shackle maneuver was evaluated with 10, 5 or 0 point. Results: Maneuver efficiency decreased with the stress. There was significant difference in the placement of the second phase shackle between the normal and alert situations and in all the situations the limb immobilization phase obtained the lower values. Furthermore, the execution time was lower in normal (40.30 s) than in alert (120.08 s) and danger situations (180.36 s). Conclusion: A short audiovisual training was enough to learn the proper shackled procedure in non experimented soldiers with a low technical level in the limb immobilization phase and differences between the stress situation in the placing the second shackle phase. Also, the increase in stress caused an increase in the maneuver time, and an increase in number of the video reproductions.

scholarly journals Las nuevas tecnologías como estrategias innovadoras de enseñanza-aprendizaje en la era digital  

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Maria Flores Tena ◽  
Mª Carmen Ortega Navas ◽  
Mª Carmen Sánchez Fuster
Keyword(s):  
Learning Process ◽  
Information Technologies ◽  
Ad Hoc ◽  
New Technologies ◽  
Daily Lives ◽  
Nuevas Tecnologías ◽  
Educational Paradigm ◽  
The Individual ◽  
Teaching Learning ◽  
The Impact

En el presente artículo nos preguntamos cuál es el papel de las nuevas tecnologías en las aulas y, más en concreto, en el proceso de enseñanza-aprendizaje de los futuros profesores. Además, nos planteamos si la enseñanza a distancia es adecuada para el buen desarrollo de dicho proceso, así como si para el desarrollo del conocimiento del estudiante y las nuevas tecnologías como herramienta docente son adecuadas al paradigma educativo actual, como estrategia de innovación educativa. Para ello se ha llevado a cabo un estudio de carácter cuantitativo, aplicando a los participantes, profesores de la Facultad de Educación de la Universidad Autonóma de Madrid que imparten su docencia en el Máster de Formación de Profesorado durante el curso 2018. Se trata de un cuestionario estructurado creado ad hoc. Las respuestas al cuestionario nos ha aportado datos sobre las necesidades e inquetudes que tiene el profesorado que forma a futuros profesorado de Educación Secundaria, respecto al uso de herramientas tecnológicas en el aula y su implicación como estrategia innovadora en el proceso de enseñanza-aprendizaje. El análisis de los resultados ha permitido comprobar que las las nuevas tecnologías constituyen un gran reto en las aulas en nuestros días, introduciendo nuevas metodologías de enseñanza que se pueden compaginar con la enseñanza tradicional. New technologies are present in our daily lives and education is not exempt from them. In this article we ask ourselves what their role is in the classrooms and, more specifically, in the teaching-learning process. In addition, we ask whether distance education is adequate for the proper development of said process and for the development of student knowledge; as well as if new technologies as a teaching tool are appropriate to the educational paradigm. The global teaching-learning process is limited to the precise moment in which there is an effective transmission of information that originates from a sender (teachers) and reaches a receiver (students). The characteristic communicative act of the teaching-learning pedagogical process allows us to question ourselves about the suitability, the didactic adequacy and the impact of the use of new communication and information technologies in the classroom at the individual and social level. Besides, the strengths and weaknesses of learning about the use of new technologies in the classroom are analyzed.

scholarly journals Las Tecnologías de la Información como un factor de mejora en el proceso de enseñanza-aprendizaje en la educación a distancia en una universidad / The Information Technologyas a Factor for Improving the Teaching-Learning Process in Distance Education at a University

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Cecilia García Muñoz Aparicio ◽  
José Manuel Piña Gutiérrez ◽  
María del Carmen Ancona Alcocer ◽  
María del Carmen Navarrete Torres
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
New Technologies ◽  
Education Programs ◽  
Educación A Distancia ◽  
Nuevas Tecnologías ◽  
Teaching Learning ◽  
The Impact ◽  
Day By Day ◽  
The Way

ABSTRACTThis article shows the impact that new technologies have had, whether they be information and / or communication in Universidad Juárez Autónoma de Tabasco [UJAT], which have revolutionized the way we perceive, access and transmit knowledge  conforming  day  by  day  with  a  part  in  the  teaching-learning  process  as  well  as  its  use  in  the  classroom,  both students and teachers, because they both benefit in the use of ICTs in education, and that learning is stimulated continuously, being part of today's culture for the development of the universities that have launched distance education programs to reach all places. The methodology used is documentary, aiming to show the progress of the university.RESUMENEl presente artículo muestra el impacto que han tenido las nuevas tecnologías, llámense de la información y/o de la comunicación en la Universidad Juárez Autónoma de Tabasco [UJAT], las cuales han revolucionado la manera de percibir, acceder y transmitir el conocimiento conformando día con día una parte en el proceso de enseñanza-aprendizaje; así como su utilización en las aulas escolares, tanto de estudiantes como profesores, debido a que ambos se benefician en la utilización de las TIC en la educación , ya que se estimula el aprendizaje de manera continua, siendo parte de la cultura actual para el desarrollo de la Universidades, que han puesto en marcha programas de educación a distancia para poder llegar a todos los lugares. La metodología utilizada es de tipo documental, teniendo como objetivo mostrar los avances de la universidad.

scholarly journals Las nuevas tecnologías como herramienta de integración: una experiencia con alumnos erasmus

2010 ◽  
pp. a148
Author(s):  
Mercedes Jiménez García
Keyword(s):  
Learning Process ◽  
Classroom Environment ◽  
New Technologies ◽  
College Experience ◽  
Virtual Campus ◽  
Nuevas Tecnologías ◽  
Teaching Learning ◽  
Collaborative Activities

Presentamos una experiencia cuyo objetivo es mejorar la integración en el aula entre alumnos Erasmus y nacionales. Para ello, se diseña la materia impartida en el Campus Virtual empleando recursos de comunicación y actividades colaborativas. Los resultados, medidos cualitativa y cuantitativamente, son muy satisfactorios; alcanzando el objetivo de integración y otros intermedios: mejor ambiente de clase, fluidez en las relaciones entre alumnos, mejora en el proceso de enseñanza-aprendizaje, aumento del valor añadido de los trabajos...New technologies as a tool of integration: an experience with erasmus studentsAbstractThis paper displays some of the results from a college experience to improve integration in the classroom between national and Erasmus students. To this end, designing the Virtual Campus through communication resources and collaborative activities. This integration is analysed qualitatively and quantitatively and the results have been very satisfactory. Integration has been achieved and other intermediate objectives such as better classroom environment, fluency in relations between students, improved teaching-learning process, adding value to the research...

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

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