2,184 research outputs found

    Educational innovation: Use of ICT in teaching of Basic Mathematics

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    En el art铆culo se exponen los resultados obtenidos en una experiencia emp铆rica sobre el uso de diferentes recursos tecnol贸gicos en el proceso de ense帽anza - aprendizaje de la asignatura Matem谩tica B谩sica. Para ello se parte de la presentaci贸n de una serie de actividades que tienen como objetivo principal motivar la participaci贸n y el aprendizaje activo de los estudiantes, adem谩s de desarrollar las competencias matem谩ticas sugeridas en el proyecto PISA. Palabras claves: matem谩ticas; destrezas; did谩ctica; tecnolog铆a.The article presents the results of an empirical experience on the use of different technological resources in the teaching - learning Basic Mathematics course. This is part of the presentation of a series of activities that are intended primarily to encourage participation and active learning of students, and develop math skills suggested in the PISA project

    An experience of creating a personal learning environment : DIPRO 2.0. Project

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    El proyecto DIPRO 2.0 es una de las pocas experiencias que se han desarrollado respecto a la creaci贸n de un entorno personal de aprendizaje. En este art铆culo describimos los objetivos, la secuencia seguida para la implementaci贸n del proyecto y unas valoraciones finales sobre el estado del mismo. Los resultados expuestos sobre el proyecto en desarrollo apuntan a elementos valorativos para poder desarrollar acciones de formaci贸n y capacitaci贸n del profesorado universitario en TIC y el entorno telem谩tico producido supera la visi贸n tradicional de los PLE, en un enfrentamiento con los LMS, y permite incorporar de forma unificada los dos componentes en acciones formativas institucionales.The project DIPRO 2.0 is one of the few experiences that have been developed in order to create a personal learning environment. This article describes objectives and sequences followed to the implementation of the project and the final valuation of its status. The results presented about the project point to evaluative elements that make possible the development of formation actions and training of university teachers in ICT. The telematic environment produced exceeds the traditional view of the PLE in a clash with the LMS. This allows the incorporation, in a unified way, of both components in institutional formative actions

    Secretariat of Audiovisual Resources and New Technologies of the University of Seville

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    En el art铆culo se presenta los diferentes tipos de producci贸n audiovisuales que realiza el Secretariado de Recursos Audiovisuales de la Universidad de Sevilla (SAV), haciendo especial hincapi茅 en una televisi贸n universitaria emitida por Internet.The article presents the different types of audiovisual production performed by the Secretariat of Audiovisual Resources at the University of Seville (SAV), with special emphasis on university-issued an Internet television

    EDUBLOGS as elements of a PLE

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    En este trabajo se presenta una revisi贸n documental sobre el uso educativo de los blog, llamados Edublog, los cuales, de acuerdo a sus caracter铆sticas y al car谩cter individual que cada persona, pueden ser considerados entorno personales de aprendizajes o lo que, com煤nmente, llamamos PLE (Personal Learning Environment. En este sentido, presentamos la definici贸n, caracter铆sticas m谩s resaltantes, los recursos de aprendizajes que se pueden utilizar y los pasos claves para generar un edublog, el cual, una vez que toma ciertas caracter铆sticas, se convierte en un PLE.We present in this paper a documentary review on the educational use of blog, called Edublog, which according to its characteristics and individual character of each person it can be considered environment personal learning or what we commonly call PLE (Personal Learning Environment). It is the definition, the most important characteristics, resources for learning that can be used and key steps to generate an edublog, which once it takes certain characteristics becomes a PLE

    I uploaded a @Youtube video: a new perspective of a educative television?

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    El presente trabajo se ocupa de los avances que en las TIC se producen d铆a a d铆a respecto a las posibilidades de las redes y la televisi贸n y que pueden tener un mayor impacto sobre el 谩mbito de la formaci贸n. Multimedia, televisi贸n interactiva, video podcast, canales de tv... reflejan el crecimiento de la tecnolog铆a multimedia que tiende a modificar nuestros h谩bitos de trabajo y de ocio. Partiendo de las experiencias de televisi贸n educativa que convencionalmente se han venido desarrollando, se trata de indagar f贸rmulas posibles que los avances de las TIC ofrecen en este 谩mbito ya sea como receptores y consumidores, ya como productores.This paper addresses the advances in ICT are produced every day about the possibilities of television and networks that can have the greatest impact on the field of learning. Multimedia, interactive TV, video podcast, tv channels,... reflect the growth of multimedia technology tends to change our habits of work and leisure. Based on the experiences of educational television have been developed conventionally, attemp to investigate the formulas that offer ICT developments in this area either as receptor and consumers, as producers

    Beneficios y cr铆ticas. 驴Deber铆amos criticar o apoyar el uso de las r煤bricas? Evidencias desde una revisi贸n de literatura

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    Despite their numerous advantages, Rubrics have come under some criticism recently, some of it is reasonable, but much of it is not (Spandel, 2006). This article will spot the light on the rubrics as a formative assessment tool, starting with its definition, its benefits, and finally a debate between its supporters and opponents. In education, we need an ongoing conversation about assessment tools not just in our professional community, but in our classrooms, with students; that key piece of dialogue is all too often overlooked by all of those who extol the rubric鈥檚 usefulness or who prophesy the doom it may bring (Gilmore ,2007

    The personal learning environment (PLE) in based learning in problem solving: The use of e-portfolio

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    En el trabajo se busca analizar las posibilidades que nos brindan los Entornos Personales de Aprendizaje (Personal Learning Enviroment), como estrategia educativa con un gran auge en los 煤ltimos tiempos. Tras analizar su definici贸n, buscamos la forma de relacionar el PLE con la ense帽anza de las matem谩ticas y en especial con la resoluci贸n de problemas y el uso del E 鈥 portafolio por ser considerada una herramienta ideal para trabajar en estos entornos personales.The paper seeks to examine the possibilities offered Personal Learning Environments (PLE), as an educational strategy with a boom in recent times. After analyzing the definition, we seek to relate the PLE with mathematics teaching and especially with problem solving and the use of E - portfolio for being considered an ideal tool to work on these personal environments

    Models of content analysis in virtual communication

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    Este art铆culo contiene una revisi贸n de literatura sobre los modelos utilizados en la educaci贸n virtual para el an谩lisis del contenido de las comunicaciones. Se examinan los aspectos te贸ricos y metodol贸gicos, los antecedentes en que se basan y las modificaciones realizadas por investigadores relevantes en el campo. Analizar la comunicaci贸n virtual es 煤til para los actores del proceso educativo sin limitaci贸n de distancia y tiempo, en entornos integrados por tutores, ense帽antes y estudiantes que interaccionan en una nueva modalidad con caracter铆sticas propias. Describir los modelos de comunicaci贸n mediada por ordenador aporta una informaci贸n valiosa para ampliar el conocimiento cient铆fico, con pretensiones de sistematizar las l铆neas de investigaci贸n que se est谩n desarrollando actualmente y, como consecuencia, de repercusi贸n sobre la comunidad investigadora.This article contains a review of literature on the models used in virtual education for the analysis of the content of communications. It examines the theoretical and methodological background underlying and relevant amendments made by researchers in the field. Describe virtual communication is useful for education stakeholders without limitation of distance and time, in environments integrated by tutors, teachers and students to interact in a new modality with its own characteristics. Systematize models computer-mediated communication provides valuable information to further scientific knowledge, with pretensions to systematize the research currently being developed and, therefore, of impact on the research community

    The Moodle forum: a resource of cooperative participation in learning of the Mathematics

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    Presentamos un avance de los resultados de una investigaci贸n sobre el uso de la plataforma Moodle en asignaturas de matem谩ticas. Se analiza el uso y la participaci贸n de los estudiantes de un primer curso de universidad a trav茅s del foro virtual de la asignatura. Fueron observados los tipos de participaci贸n realizados y la implicaci贸n del alumnado en la din谩mica del foro durante el desarrollo de la asignatura. Se observ贸 el desarrollo de competencias cooperativas as铆 como tambi茅n el auto-reconocimiento de deficiencias en la compresi贸n de algunos conceptos por los alumnos.We report the preliminary results of a research on the use of the Moodle learning management system in mathematics subjects. We investigated the use and participation of a sample of students from the first university course through the virtual forum of the subject. We analyse both the kind of participation made and the involvement of students in the forum dynamic during the development of the subject. We observed the development of cooperative skills as well as self-recognition of understanding deficiencies of some concepts by students

    Curricular integration of an online platform for the learning of mathematics in primary education

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    Presentamos el m茅todo Smartick para el aprendizaje de las matem谩ticas online, explicando c贸mo se ha integrado en el entorno escolar, en 11 colegios de educaci贸n primaria, dentro y fuera del horario de la clase de matem谩ticas. En el apartado principal del trabajo, explicamos c贸mo las actividades de la plataforma Smartick favorecen el desarrollo de las capacidades matem谩ticas fundamentales (en el modelo de PISA 2012) que contribuyen al desarrollo de la competencia matem谩tica. La adopci贸n de este modelo de capacidades est谩 orientada a la integraci贸n curricular de este m茅todo de aprendizaje, haciendo que est茅 alineado con las iniciativas internacionales curriculares m谩s recientes. Tras varios a帽os de experimentaci贸n, an谩lisis retrospectivos de resultados, y reflexiones sobre la pr谩ctica y desde la literatura, finalizamos el art铆culo con implicaciones para la teor铆a en el 谩mbito de la did谩ctica de las matem谩ticasWe present the Smartick method for the learning of mathematics online, explaining how it has been integrated into the school environment, in 11 primary schools, within and outside the hours of math class. In the main section of the paper, we explain how the activities of the Smartick platform favor the development of basic math capabilities (following the model of PISA 2012) that contribute to the development of mathematical competence. The adoption of this model of capabilities is oriented to the integration of this method of learning with curriculum, so that the method is aligned with most recent international curricular initiatives. After testing the method for several years, retrospective analysis of results, and reflections on practice and from literature, we finish the article with some implications for theory in the field of mathematics educatio
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