Otoño (Julio-Diciembre 2016) Número 17. Págs. 9 La clase invertida y el uso de vídeos de software educativo en la formación inicial del profesorado. Estudio cualitativoThe flipped classroom and the use of educational software videos in initial teaching education. Qualitative study Resumen En multitud de cursos, la forma de llevar a cabo la metodología conocida como clase invertida (flipped classroom) toma como referencia la utilización de clases grabadas en vídeo. En este caso, se ha utilizado un conjunto de clases de software educativo, grabando la pantalla del ordenador (screencast), para que los estudiantes pudieran dedicar las sesiones de prácticas a resolver problemas con los citados programas. El estudio que se describe se ha realizado siguiendo una metodología cualitativa en la que se ha empleado la observación participante y las entrevistas individuales para indagar sobre el proceso de enseñanza-aprendizaje de los alumnos en cuatro categorías: esfuerzo/beneficio, dificultad, utilidad y satisfacción. Estas categorías se han establecido a partir de la bibliografía científica considerada y del proceso de observación. Como resultado se ha encontrado que, a pesar de que existen distintos patrones en la forma y tiempo de visionado de los vídeos, la mayoría de estudiantes hicieron comentarios positivos acerca de su utilidad para resolver mejor los problemas en el aula. También advirtieron mejoras en la comunicación que se produce entre alumnos y profesores a la hora de plantear preguntas y dudas. Finalmente, manifestaron que la experiencia debería ser aplicada en cada sesión práctica.Palabras clave: clase invertida; metodologías activas; software educativo; vídeos; resolución de problemas; estudio cualitativo. ResumEn multitud de cursos, la forma de dur a terme la metodologia coneguda com a 'classe invertida' (flipped classroom) pren com a referència la utilització de classes gravades en vídeo. En aquest cas, s'ha utilitzat un conjunt de classes de programari educatiu, gravant la pantalla de l'ordinador (screencast), perquè els estudiants pogueren dedicar les sessions de pràctiques a resoldre problemes amb els citats programes. L'estudi que es descriu s'ha realitzat seguint una metodologia qualitativa en la qual s'ha emprat l'observació participant i les entrevistes individuals per a indagar sobre el procés d'ensenyament-aprenentatge dels alumnes en quatre categories: esforç/benefici, dificultat, utilitat i satisfacció. Aquestes categories s'han establit a partir de la bibliografía científica considerada i del procés d'observació. Com a resultat s'ha trobat que, a pesar que existeixen diferents patrons en la forma i temps de visionat dels vídeos, la majoria d'estudiants van fer comentaris positius sobre la seua utilitat per a resoldre millor els problemes en l'aula. També van advertir millores en la comunicació que es produeix entre alumnes i professors a l'hora de plantejar preguntes i dubtes. Finalment, van manifestar que l'experiència hauria de ser aplicada en cada sessió pràctica.Paraules clau: classe in...
approaches that require prior research and training in teachers. To meet the educational opportunities offered by the new digital classrooms, the integration of Information and Communication Technologies (ICT) has to be considered from a new interactive learning horizon. In Spain IWBs have early been adopted in classrooms, since 2005, but thanks to the 2.0 School National Program (2009), the implementation of ICT has been fostered by the central government. However, even though teachers may have an IWB in their classrooms, it does not mean that they use it for interactive teaching and advanced learning purposes. New software for digital boards has to be specifically created in order to benefit from this innovative learning tool. This paper presents practical examples of the IWB application in classroom teaching. It also shows the need to implement software to develop students' goals when using the IWB. The lack of specific software in IWB tools is an important barrier. The main interest lies in the learning opportunities it offers to children as a writing device, as a resource to correct exercises, as a means of interactions, etc. IWB current programs are rather linear in the sense that only a few of them allow students' interaction with their peers. Similarly, multimedia software has to be developed to get the most of the latest ICT, like the IWB. This only can be reached if authoring tools develop as far as to achieve programming instructions to run the possibilities of the IWB, such as handwriting recognition, strokes and shapes recognition, finger dragging or multi-student collaboration.
The quality educational inclusion -quality of education tandem implies the development of specific programs and internal and external supporting services. The problem that arises in the context of the inclusive school is that it must also respond to quality demands, not just for the education of pupils with specific needs of educational support, also for the regular students. One of the obstacles that face the inclusion of educational quality is the existence of systems that are not adapted to the training needs of their students. The preamble of the current educational legislation states that a student who is in compulsory educational schooling period should receive a comprehensive training. At present, the educational environment is characterized by the inclusion of Information and Communication Technologies (ICT) in the official curriculum to align the needs and trends of contemporary society to the socio-educational reality.Although pupils with specific needs of educational support have more human and material resources to receive the care they need, it is not always possible to develop in the classroom motivational activities that catch up their interest. Concept Maps applications help ICT curricular integration in the didactic programming, developing the aims of application and synthesis of Bloom's taxonomy (1972) in the teaching-learning processes. The pedagogic task should be challenging, assertive, motivating and must offer students education aligns to current demands.
Although e-Learning activities have quickly increased, such a rise has not been parallel in e-Learning quality. While reinforcing some aspects can be very positive, certain deficiencies can lower the quality in e-Learning. Crucial factors such as the institutional policy, the quality of contents, the quality of processes, the results and possible improvements may remain hardly noticeable or may be pushed into the background. Sometimes the effort invested does not amount to any educational result. Perhaps in the future some kind of universally accepted rules to measure e-Learning quality may be reached, but in the history of educational technology there have been few global regulations and much more of flexible guidance. In the last few years several promising e-Learning quality recommendations have appeared. Some relations among the variables of e-Learning quality have been detected. This paper focuses upon this ongoing research which is represented by means of five conceptual maps that ease the visualization of these relations. Additionally a survey about e-Learning quality has been carried out with university students with a view to revealing those variables that are most important for them.
E-Learning quality, as with many other theoretical developments about quality, is an open-ended issue. Depending on the perspective, on the way to tackle it, on the aspects everyone considers important, definitions of quality may be different. Even quality issues are distinctly perceived by the management staff, the teachers, and, of course, the students. K-20 students are mature enough to detect which aspects are positive and which deficient. In other words, they are more than able to perceive the quality level of the e-Learning contexts in which they are enrolled. Fortunately, research performed during the last years has produced useful frameworks, guidelines, recommendations, specifications, good practices, benchmarks, etc., with the aim of improving quality in e-Learning. These documents help managers, stakeholders, and teachers to understand the e-Learning variables and their relations and influence on students. Educational actors may use them to improve the quality of their K-20 e-Learning programs. In short, this chapter introduces readers into the most common e-Learning quality concepts and the key points they must observe and ensure in K-20 e-Learning contexts.
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