Beruflich Dokumente
Kultur Dokumente
II Congreso Internacional en
Tecnologías e Innovación Educativa
Valencia 6, 7 y 8 de junio de 2018
ISBN: 978-84-09-07245-3
AUTORES:
EDITA:
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Capítulos Área Temática
+ capítulos Pósters
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Área temática 1
Innovación educativa
Capítulos >
Capítulo
1.1.
APLICACIÓN DE LA PRÁCTICA
INSTRUMENTAL EN GRUPO PARA
DESARROLLAR HABILIDADES
SOCIOEMOCIONALES EN ESTUDIANTES
DE SECUNDARIA
Coordinadores
Abstract
The main objective of this study is to analyze the relationship between the use of musical Keywords
group practise and the development of motivation, empathy, social skills and the reduc-
Motivation, Instrumental
tion of disruptive behaviors in the subject of Music. Scientific literature demonstrates the
group Practice, Emotional
usefulness of musical group practice for the development of communication skills and Education, Disruptive
emotional intelligence (Balsera and Gallego, 2010; Gallego and Gallego, 2004). Even some Behavior.
studies recognize that such socio-emotional development improves learning in other
educational subjects, thus increasing academic performance (Bermell and Alonso, 2006;
Ferrer, 2009; Pliego de Andrés, 2002). The study includes 31 students in the 2nd year of
Compulsory Secondary Education, between 13 and 15 years of the IES “Maestro D. José
Jurado Espada” in El Rubio (Seville). A quasi-experimental study was carried out with two
comparison groups –a control group and an intervention group- to which questionnaires
were administrated before and after the performance -pre and post-test- in order to com-
pare the results obtained and contrast the hypotheses proposed. An on-line questionnaire
was elaborated using Google forms platform, with the items of the questionnaires selec-
ted in order to evaluate motivation, empathy, social skills and disruptive behaviors. The
statistical analyzes performed were descriptive, correlational and Student’s t.
Capítulo
1.2.
CIENCI@YORA: EVALUACIÓN CRÍTICA
DE UNA EXPERIENCIA EDUCATIVA
INNOVADORA EN ESO Y BACHILLER
Coordinadores
El objetivo principal del presente estudio es analizar la relación entre el uso de la Práctica
Instrumental en grupo y el desarrollo de la motivación, empatía, habilidades sociales y la
reducción de las conductas disruptivas en la asignatura de Música. La literatura científica
evidencia la utilidad de la práctica musical en grupo para el desarrollo de las habilidades
comunicativas y de la inteligencia emocional (Balsera y Gallego, 2010; Gallego y Gallego,
2004). Incluso algunos estudios reconocen que dicho desarrollo socioemocional mejora
el aprendizaje en otras materias educativas, incrementándose así el rendimiento acadé-
mico (Bermell y Alonso, 2006; Ferrer, 2009; Pliego de Andrés, 2002). Para la recogida de
Palabras Clave
la muestra participaron 31 estudiantes de 2º de Educación Secundaria Obligatoria, entre Entrevista, charla científica,
13 y 15 años del IES “Maestro D. José Jurado Espada” de El Rubio (Sevilla). Se realizó un STEM, innovación.
estudio cuasi-experimental con dos grupos de comparación -grupo control y grupo in-
tervención- a los que se les pasó cuestionarios antes y después de la actuación -pre y
pos-test- para poder comparar los resultados obtenidos y contrastar las hipótesis plan-
teadas. Para ello se construyó un cuestionario on-line a través de la plataforma google
forms, con los ítems de los cuestionarios seleccionados para evaluar motivación, em-
patía, habilidades sociales y conductas disruptivas. Los análisis estadísticos utilizados
fueron descriptivos, correlacionales y t de Student. Los resultados obtenidos mostraron
que hubo variaciones en las variables dependientes tras la intervención de la Práctica
Instrumental en grupo. Las mejoras significativas se observaron en la variable de motiva-
ción, coincidiendo con anteriores investigaciones (Bernardo y Basterretche, 1995; Ferrer,
2009) que afirmaban que la Práctica Instrumental en grupo aumenta el interés del alum-
nado, potenciando su capacidad de esfuerzo y su deseo de mejorar los resultados.
Abstract
This communication shows the design, set up and assessment of the educational experien- Keywords
ce Cienci@yora, which was held in IES Fernando III of Ayora, located in the Valencia province
Interview, scientific talk,
(Spain). This project was meant to promote the general interest about science in students
STEM, innovation.
of 4thESO and 1stbachiller, within the subject Scientific Culture, in addition to motivate
them in the study of their scientific subjects and encourage scientific vocations.
The subject is a timely scenario to carry out different and innovative educational practi-
ces, what many students expect when they choose this optional subject.
This educational practice was carried out during the 2017-18 course. To contextualice Cien-
ci@yora, how the Scientific Culture lessons were carried out is briefly detailed, and how
this project was born. At the end, this was evaluated by the main protagonists here, which
were the attending students, mainly those who studied the optional subject. These as-
sessment results are shown in histogramas and graphic bars, to make its reading easier.
This project consisted of inviting to the centre several scientific and STEM experts
(Science, Technology, Engineering, Maths). They gave a talk about their studies and their
current work. Later, students interviewed them, with questions related to the laboral life
and to the decisions that they had to take to reach their current jobs.
The results show an excelent acceptance of Cienci@yora and given breaks about the
science and scientific stereotypes.
Capítulo
1.3.
MODELO DE LA VIU DESDE LA
METODOLOGÍA FLIPPED CLASSROOM
MODEL FROM THE FLIPPED
CLASSROOM METHODOLOGY
Coordinadores
Abstract
An educational scenario in which quality equitable learning can be guaranteed, both out- Keywords
side and within the educational center, is currently shown as one of the main objectives Flipped Classroom,
of education. For this to be possible, a change of roles is needed on the part of the faculty educational innovation,
and students, where the teaching staff frees itself of its transmitting facet of content technology, learning, Higher
and the students of being a passive receiver of the same, tending to another format of Education
learning where the teacher becomes an information facilitator and a guide in learning
and the student becomes an active and autonomous member in the case of learning. One
of the didactic methodologies on the rise to carry out this type of teaching is the so-ca-
lled Inverse Classroom or Upside-Down Classroom (better known by its English name,
Flipped Classroom). The use of technology in the Inverted Classrooms is configured as
the nucleus and the fundamental element for the change in the methodological process
described above, it is possible to use the tools based on the use of technological tools
and multimedia programs to visualize, work and evaluate the educational levels.
Capítulo
1.4.
PIXELS:
HACIA EL NUEVO PARADIGMA DE LA
EDUCACIÓN CENTRADA EN EL PACIENTE
Coordinadores
Almodóvar Fernández, I.
Universidad Cardenal Herrera CEU
isabel.almodovar@uchceu.es
Lores Gómez, B.
Universidad Cardenal Herrera CEU
beatriz.lores@uchceu.es
Aleixandre Górriz, I.
Universidad Cardenal Herrera CEU
isabel.aleixandre@uchceu.es
González Moret, R.
Universidad Cardenal Herrera CEU
rafael.gonzalez@uchceu.es
Gregori Roig, P.
Universidad Cardenal Herrera CEU;
Hospital Universitario La Plana Villarreal
pasqual.gregori@uchceu.es
Sánchez Thevenet, P.
Universidad Cardenal Herrera CEU
paula.sanchez@uchceu.es
Resultados: Tras la realización de la Feria de Salud llevada a cabo en abril de 2018, el 69%
de los estudiantes afirmaron sentirse muy satisfechos con su participación y aprendizaje
sobre la realidad de las entidades de pacientes. Por su parte, las asociaciones otorgaron
una valoración de 8,5 sobre 10 a la organización del evento y destacaron que la feria les
permitió visibilizarse ante la comunidad universitaria y respecto a los estudiantes sub-
rayan que, este tipo de ferias ofrece una formación más sólida y humana a los futuros
profesionales de la sanidad.
Introduction: Quality health care currently requires not only evidence-based practice; Keywords
but also centered on the patient. The paradigm shift from health care focused on the Health, holistic, patients
disease, to patient-oriented care, to the person; promotes shared decision-making, res-
pecting their preferences and autonomy. Research in Health Outcomes (IRS) has shown
that considering aspects of importance to the patient, such as their preferences or their
perception of the Quality of Life Related to Health, improves the clinical results. In this
sense, training in health degrees such as Nursing and Medicine, face the challenge of
carrying out a patient-centered education; that seeks to humanize health as a means to
generate a holistic health.
Objective: To develop in the future health professionals essential skills to guide health
care to the indiviudal patient, such as active listening, recognition of the person’s reality,
values in health, and the integration of the patient in decision-making.
Method: a Health Fair was held with the participation of 15 Patient Associations of the
Province of Castellón (Spain) and 180 students of the first courses of the Nursing and
Medicine qualifications, which for a month prior to the Fair , they worked with contents
related to the different pathologies that the associations included. The Fair included
work sessions through the fish bowl methodology; experiential workshops with virtual
reality and adapted sport, sessions of presentation of student research works, and sate-
llite conferences given by the associations themselves. The satisfaction of the event was
evaluated through an online survey, to all the participants (associations and students).
Results: : After the Health Fair held in April 2018, 69% of the students said they felt very
satisfied with their participation and learning about the reality of patient entities. On the
other hand, the associations gave a rating of 8.5 out of 10 to the organization of the event
and stressed that the fair allowed them to be visible to the university community and
with respect to the students they emphasize that this type of fairs offers more training
solid and humane to future healthcare professionals.
Applicability of the project: It was applied in the subjects of practices and research me-
thodology, both in nursing and in medicine, since to humanize the health professions and
the implementation of health programs means to carry out primary care work.
Capítulo
1.5.
PLAYLIST MUSICAL COLABORATIVA COMO
HERRAMIENTA PARA LA INTEGRACIÓN DE
GRUPOS DE ESTUDIANTES DE GRADO
Y POSGRADO
Coordinadores
Music, Youtube, Deezer, etc– pugnan por conseguir el mayor número de seguidores.
Abstract
A music playlist is a collection of pieces that we like or propose to discover. With the rise Keywords
of algorithms and artificial intelligence, playlists have become a big testing bench for High Education, Music,
listeners. Knowing the tastes and habits of consumption provides a lot of information. Music education, Education
Since a few years ago the debate has arisen about whether the playlists created by al- and culture, Educational
gorithms or cured by human experts are better. It is well known that the main streaming cooperation
music services –Spotify, Apple Music, Youtube, Deezer, etc. – struggle to get the largest
number of users.
I propose in this paper to show a work in progress on the application of collaborative lists
in Spotify as a tool of socialization, knowledge, cohesion, discovery and cooperation in
groups of undergraduate and graduate students. This work presents the first results of
this experience both in face-to-face and e-learning and aims to show trends and research
lines to follow.
A quantitative methodology has been used. Depending on the final results, a methodolo-
gy of qualitative analysis according to the sample will be outlined. The provisional results
show the willingness of students to actively participate in this type of experience and it
can be affirmed that there is a positive reinforcement in the familiarity among the stu-
dents and a later cooperation in collective works or in short-term projects.
Capítulo
1.6.
El aprendizaje en Educación
Secundaria: asimilando la teoría de
la mano de expertos.
Coordinadores
Abstract
Motivation is an essential part of the teaching-learning process. As proposed by several Keywords
authors (Alonso Tapia, 2005, Covington, 2000; Eccles, Wigfield, 2002; Eccles, Wigfield y Experiential learning,
Schiefele, 1998), students pay more or less attention in class depending on three varia- Lower secondary education,
bles: the perceived meaning of learning, their possibilities to face the difficulties and the Formal education.
cost that they think the process will have. To solve at least the first variable, theory could
be taught from the practical point of view, but it has been usually difficult to find a midd-
le ground between theory and practice (Álvarez, 2012). As consequence, practice is less
attended in some educational stages. So, this current proposal consists of learning the
practical value of the different subjects of Secondary Education, achieving this goal by
inviting people with proven experience in different areas to provide practical examples of
the utility of theoretical concepts on daily life. This is expected to facilitate the acquisition
of student’s knowledge through readjusting and reconstructing both theoretical and prac-
tical information (Ausubel, 1983). Finally, the most relevant conclusions are presented.
Capítulo
1.7.
TODAS Y TODOS
IGUALES ENTRE LAS TIC
Coordinadores
Tras la observación directa, detecté gran asombro por parte de todo el alumnado de la
clase, especialmente de las niñas, al descubrir que algunos avances tecnológicos como
por ejemplo la invención del wifi, había sido realizado por una mujer. Cabe destacar, que la
mayoría de los trabajos elaborados, tuvieron como protagonistas a mujeres.
Abstract
Through the framework of my doctoral thesis, for the International Day of Girls in the ICT Keywords
on April 26, 2018, I organized an activity centered on making the women who have made Technology, scientist,
important historical contributions to the technological world visible in the educational elementary student,
center. To do so, I referenced the project “My Favorite Scientist,” organized by the Gender scientific research.
Commission of the Institute of Mathematical Sciences (ICMAT) in collaboration with the
Communication Unit of the ICMAT and the Spanish Foundation for Science and Techno-
logy of the CSIC.
From there, in fifth grade of primary school, we investigated the life and contributions of
twenty eight women scientists to general science and in particular technology. The stu-
dents also read biographies of scientists and played games through the web page of the
CSIC dedicated to children. Finally, the students selected the person that most caught
their attention, and through a technological resource (Powtoon, Peccha Cucha, Chroma
Through direct observation, I noticed that all of the class, particularly the girls, were as-
tonished to discover that some technological advances (such as the invention of wifi) had
been made by women. The majority of the works produced, had as protagonists women.
In conclusion, it is clear that it is necessary in the classroom to organize this type of in-
vestigative work in which we include content that is not connected to the prospective cu-
rriculum, in order to develop competence, initiative and entrepreneur spirit through the
creation of their presentations, simultaneously connecting it with digital competence.
Capítulo
1.8.
Musicología digital:
principales innovaciones para la
docencia y la investigación
Coordinadores
Con todo se pretende mostrar, tanto a los profesores como futuros estudiantes de musi-
cología, las herramientas tecnológicas más novedosas para el estudio del hecho musical,
al mismo tiempo que demandar una actualización de la competencia digital coherente
con los nuevos enfoques para el estudio de la música y su interpretación.
Capítulo
1.9.
INTEGRACIÓN DE LAS TICS
EN LA SUPERDOTACIÓN
Coordinadores
Actualmente, y ligado a la evolución del propio fenómeno educativo, hay un foco cada vez
más claro sobre la necesidad de atender a cada estudiante desde su particularidad, ha-
ciendo los procesos de enseñanza y aprendizaje cada vez más personales y centrados en
aspectos que van más allá de un uso instrumentalista de las capacidades. Si unimos esto
al avance de las tecnologías y su implementación en el contexto escolar, se multi-plican
las posibilidades de optimizar las diferentes capacidades de los estudiantes, su-perando
paradigmas que han quedado ya obsoletos.
Se propone, para ello, un análisis de las aplicaciones de carácter más genérico que po-
drían ser aplicables a este colectivo, explorando sus características y el nivel de ajuste
a sus necesidades. Asimismo, se analizarán recursos que se han creado específicamen-
te para el abordaje educativo de las personas con altas capacidades. De este modo, se
iden-tificarán lagunas que permitan diseñar una solución educativa que se pueda ser
compa-tible y complementaria a la programación escolar
Abstract
Giftedness is a phenomenon that has gone unnoticed for a long time in the field of edu-ca- Keywords
tion and scientific literature, because the concerns in these areas have traditionally focu- Giftedness, Innovation,
sed on special educational needs without conceiving the giftedness within this group. School Programming,
High Capabilities.
Currently, and linked to the evolution of the educational phenomenon itself, there is an
increasingly clear focus on the need of assisting each student from their particularity,
doing the teaching and learning processes increasingly personal and focused on aspects
that go beyond of instrumentalist use of capabilities. If we combine this with the ad-van-
cement of technologies and their implementation in the school context, the possibili-ties
of optimizing the different capacities of students multiply, overcoming paradigms that
have become obsolete.
It is proposed, for this, an analysis of the applications of a more generic nature that could
be applicable to this group, exploring their characteristics and the level of adjust-ment
to their needs. Likewise, resources that have been created specifically for the edu-ca-
tional approach of people with high capacities will be analyzed. In this way, gaps will be
identified that allow the design of an educational solution that can be compatible and
complementary to school programming, but contributes to optimizing the potential of
the students and their overall development.
Capítulo
1.10.
PERCEPCIÓN DOCENTE SOBRE EL
USO DE LAS REDES SOCIALES EN LAS
COOPERATIVAS DE ENSEÑANZA
Coordinadores
Abstract
The current education is immersed in a process of media digitalization due to the influen- Keywords
ce that social networks cause in the members of the Education Community. These new Social networks (online),
environments favour the interaction processes and the communication of people in their open educational
daily life. All this, with regards to the educational field, is translated into a tool to expand resources, educational
the teaching-learning processes beyond the school’s borders. Specifically, the education technology, professors,
cooperatives.
cooperatives as a form of education centres based their educational projects on inno-
vation, so the use of this type of resources justifies that their planning is focused on the
educational technology. The aim of this study is to know the teachers’ opinions about the
pedagogical use of the social networks in education cooperatives. In order to carry out
this research, a quantitative method together with a descriptive analysis was used. The
selected sample includes 80 teachers who belong to education cooperatives in the City
of Ceuta. The tool used to collect data was an ad hoc questionnaire. The main results have
shown that 84% of these professionals do not agree on the use of social networks in a
pedagogical way, since they con-sider that this use causes distractions in the students
(75%), addictions (81%), messes in the classroom (88%) and it requires some teacher
Capítulo
1.11.
Discapacidad, educación y TICs:
retos y beneficios
Coordinadores
María Vicent
Universidad de Alicante
maria.vicent@ua.es
Abstract
In recent years, there has been a growing interest in research about the way in which new Keywords
technologies can help to improve the inclusion and integration of people with disabilities Disability, ICTs, education,
in education. The purpose of this work was to review the content of 14 scientific articles inclusion.
published in the Web of Science. This studies dealt with the education of people with
disabilities and Information and Communication Technologies (ICTs). The results obtai-
ned by the studies reviewed agree that the incorporation of ICTs in the educational field
has implied both advantages and disadvantages in terms of accessibility to education
for people with disabilities. Thus, for example, the appearance of web resources, distan-
ce education and the use of ICT tools have meant a revolution in the traditional way of
teaching with obvious benefits for students with disabilities. At the same time, the use
of this type of resources has a positive impact on student’s motivation, favors social par-
ticipation, increases the perceived support and enhances academic success. However,
there is still a considerable digital gap between students with and without disabilities.
It is worth noting, among the main problems, the lack of teacher training and knowledge
regarding the use of ICTs and the implementation of e-learning programs. Likewise, the
scarcity of technical resources, the lack of funding, the deficit policies and the anxiety
and prejudices regarding the use of ICTs by students with disabilities are also some of
the limitations that should be overcome.
Capítulo
1.12.
El ritual académico en el siglo XXI:
un elefante en una cacharrería
Coordinadores
El desarrollo del ser humano está en el centro de su educación, y para educar en su ple-
nitud la inteligencia, es absolutamente indispensable educar por entero todo el hombre
fomentándole la creatividad y el espíritu crítico. Para ello, se hace necesario que, entre
otros, el conocimiento profesional del profesor considere las creencias y contextos so-
ciales como componentes de su proceso de profesionalización con el objetivo de recono-
cer su papel e influencia, en cuanto guía, de sus acciones profesionales. El sistema se ha
abierto y por eso esa función del docente como guía, nuestros estudiantes deben tener
habilidades y criterios para buscar, valorar, seleccionar, interpretar e integrar la ingente
cantidad de información contenida en internet y en la sociedad. Por tanto, se sugiere un
concepto de sistema tomado como un todo en que las partes operan e interfieren solida-
riamente unas con otras, no solo sobre principios universales sino también sobre condi-
cionamientos individuales e idiosincrásicos determinados por el contexto derivado de su
aproximación a otros sistemas no necesariamente homogéneos.
Abstract
Education has the ontological and deontological purpose of the common good through Keywords
the development of the human being, so that means should not be confused ways with Learning; Education
ends. This work is a theoretical research article. The theoretical method of analysis, rights; Teaching; NN.TT.;
synthesis, induction and deduction is used since, when considering the object of the re- University.
search, it is the most suitable and adequate to lead us to the required knowledge and
the necessary answers. With a national and international bibliographic design, resources
available in physical and virtual media, now essential, are analyzed. Objective, subjective
and limiting elements of Education are reviewed as a right and in terms of vocational,
assistance and high social responsibility, recognizing the ICT factor in it.
The development of the human being is at the center of his education, and to educate
in its fullness the intelligence, it is absolutely indispensable to educate the whole man
by fostering creativity and critical spirit. For this, it is necessary that, among others,
the professional knowledge of the teacher considers the beliefs and social contexts as
Therefore, we suggest a concept of system taken as a whole in which the parties ope-
rate and interfere in solidarity with each other, not only on universal principles but also
on individual and idiosyncratic conditions determined by the context derived from their
approach to other systems not necessarily homogeneous.
Formación de formadores
y competencia digital docente
Capítulos >
Capítulo
2.1.
ALUMNADO UNIVERSITARIO
ANALIZANDO BLOGS DE INFANTIL
COMO PRÁCTICA PRECURSORA DE
FUTUROS BLOGS DE AULA
Coordinadores
Abstract
Information and Communication Technologies (ICT) are great allies of teachers in the Keywords
mission to disseminate and share good practices that are carried out in the classroom. Classroom blogs, Early
With this dissemination is also encouraged an interaction that allows the teacher to con- Childhood Education,
tinue learning from the feedback received and from the lessons that are generated. It university students, sharing,
is an easy-to-use tool that makes it possible to inform, communicate and share in many ict.
registers and formats. As an objective of this research, we set out to encourage and ge-
nerate in the future teacher, and, more specifically, among the students of the Teaching
Degree in Early Childhood Education of the University of Alicante, the taste, interest, and
appreciation of the blogs We also wanted to check if an analysis of blogs of Early Child-
hood Education predisposed or led to a future use of this resource for the same purpo-
ses. 49 students from a group of 2nd year of the Bachelor’s Degree in Early Childhood
Education were proposed, who analyzed from a table of analysis and measurement, vali-
dated in a previous research, a total of 49 obligatory blogs (one per student), plus others
that they did voluntarily. Likewise, a questionnaire was passed on this activity, where in
addition to assessing it, they also investigated their position on whether in the future
they would carry out a similar practice aimed at spreading and sharing their activities
and resources with the rest of the educational community with an equal or similar tool
Capítulo 2.1. | Formación de formadores y competencia digital docente < | Volver al índice 39
that would allow equal or better results. The results confirm that the students value very
positively the realization of these blogs and unanimously declares that in the future they
will practice similar practices aimed at spreading and sharing what they do in class with
their students.
Capítulo 2.1. | Formación de formadores y competencia digital docente < | Volver al índice 40
Área temática 2
Capítulo
2.2.
GAMIFICACIÓN EN EL AULA
UNIVERSITARIA: CONOCIMIENTO Y
USO DEL PROFESORADO
Coordinadores
Abstract
Nowadays one of the most common problems of teachers of any educational stage is Keywords
low motivation of students; little interest that, occasionally, can be related to their low Educational innovation;
academic results. Gamification has emerged in classroom in order to answer the new teacher training; ICT.
concerns of the students. However, some teachers consider that they can only use ga-
mification in lower educational stages of education system. The objective of this work is
to explore the knowledge and use of the gamification of university teaching staff. A brief
questionnaire has been used to obtain this goal; this test has been applied to 47 univer-
sity professors from various fields. The results show that 4% teachers use gamification
in classroom, but 49% of them would like to use it. In addition, 47% of teachers know
Kahoot (one of the tools that is used to gamify) and 4% of them consider that if they
use gamification they would lose control of the classroom. Finally, some considerations
about the possibilities of gamification in higher education classroom are discussed.
Capítulo 2.2. | Formación de formadores y competencia digital docente < | Volver al índice 42
Área temática 2
Capítulo
2.3.
¿PODEMOS MEJORAR LA AUTOEFICACIA,
LA ANSIEDAD Y EL RENDIMIENTO DE LOS
ALUMNOS EN SU TFM?
Coordinadores
Silvia Collado
Universidad de Zaragoza
scollado@unizar.es
Camino Fidalgo
Universidad de Zaragoza
alvarezcamino@unizar.es
Juan Senís
Universidad de Zaragoza
jsenis@unizar.es
Abstract
The supervision of the Final Master’s Project (TFM) requires professors to invest a lot of Keywords
time due to the fact that students usually present a low level of the necessary competen- Academic standards,
cies for its correct execution. Generally, students face the writing of the TFM with anxie- Masters degrees, Skills,
ty as a consequence of their deficiencies in some general competencies such as relevant Academic achievement
scientific information seeking, APA style use and scientific papers writing according to
academic standards. Considering this, the aim of this innovation project was to evalua-
te students’ self-efficacy, anxiety level and writing performance before and after recei-
ving three seminars designed to cover the key competences to be used by the students
while writing their TFM. 16 students from the Master’s Degree in Obligatory Secondary
and Upper Secondary School education, Vocational training and Languages, Artistic and
Sports participated in this pre- post-experimental study. The material, students’ assign-
ments, evaluation and co-evaluation of the participants was done using Moodle platform.
Our results show a significant increase in students’ self-efficacy and performance after
seminars. Furthermore, a significant decrease in students’ anxiety levels was observed
after participating in the project. As a conclusion, the innovative educational intervention
had the desired effects, improving students’ self-efficacy and performance and reducing
Capítulo 2.3. | Formación de formadores y competencia digital docente < | Volver al índice 44
anxiety. We also consider this project could serve as a precedent to be used in students
from other degrees in which they also have to face similar works such as TFM or the Final
Degree Project.
Capítulo 2.3. | Formación de formadores y competencia digital docente < | Volver al índice 45
Área temática 2
Capítulo
2.4.
HABILIDADES COMUNICATIVAS,
ANSIEDAD Y AUTOEFICACIA:
CÓMO TRABAJARLAS PARA SUPERAR EL
TFM CON ÉXITO
Coordinadores
Juan Senís
Universidad de Zaragoza
jsenis@unizar.es
Silvia Collado
Universidad de Zaragoza
scollado@unizar.es
Camino Fidalgo
Universidad de Zaragoza
alvarezcamino@unizar.es
Abstract
Master’s students present a low level of competencies necessary to execute the oral Keywords
examination of the Final Master’s Project (TFM) correctly and without anxiety. For this Academic standards,
reason, in the frame of a wider innovative program, for this study we designed a seminar, Masters degrees, Skills,
at the beginning of the academic year, to cover the key competences to be used by the Academic achievement
students in their TFM oral examination. Afterwards, participants attended a 40 hours
course entitled “Communication skills for teachers”. 16 students from the University
of Zaragoza participated in our study. Through a pre-post experimental procedure, we
evaluated students’ self-efficacy, anxiety level and oral performance while defending a
scientific work. Moodle platform was used, so that the material was accessible to the
students through this platform and the evaluation and co-evaluation of the participants
was done through it. Our results show statistically significant differences in the expec-
ted directions in students’ self-efficacy, level of anxiety and the oral performance before
and after participating in the program. In summary, our results are encouraging due to
the fact that participants seem to be more effective in the oral examination of their TFM
at the end of the program, show lower levels of anxiety and higher performance in com-
pleting the task. We also consider this project could serve as a precedent to be used in
students from other degress which also have to face similar works such as their Final
Degree Project.
Capítulo 2.4. | Formación de formadores y competencia digital docente < | Volver al índice 47
Área temática 2
Capítulo
2.5.
EVOLUCIÓN DE LA OFERTA FORMATIVA
EN TIC PARA DO-CENTES DE EDUCACIÓN
PRIMARIA (CASTELLÓN - ESPAÑA)
Coordinadores
Lores Gómez, B.
Universidad CEU Cardenal Herrera
beatriz.lores@uchceu.es
Sánchez Thevenet, P.
Universidad CEU Cardenal Herrera
paula.sanchez@uchceu.es
vez, el docente, como figura esencial en este proceso de preparación, debe poseer herra-
mientas y estrategias para contribuir en la formación de la sociedad actual y disminuir, en
la medida de lo posible, la brecha digital relacionada con la manera en la que se utilizan las
TIC. El desarrollo de la Competencia Digital Docente (CDD), es un factor clave en este pro-
ceso, según reconocen directrices referentes tales como UNESCO (2008), INTEF (2017) e
ISTE (2008 y 2011). El objetivo principal de este estudio es comparar la formación en TIC
ofrecida por la administración y los sindicatos educativos, a los docentes en formación
y los docentes en activo de Educación Primaria de la provincia de Castellón (España). Se
ha realizado un análisis comparativo descriptivo considerando la formación ofrecida por
el Centro de Formación, Innovación y Recursos Educativos (CEFIRE de la provincia de
Castellón – España) y los cursos ofertados en los sindicatos educativos (ANPE, CSI-F CV,
FETE-UGT PV y USO CV). Se ha caracterizado la tipología de los cursos, los contenidos,
los objetivos, la duración, la modalidad y el tipo de evaluación de la formación ofrecida a
los docentes de Educación Primaria en los años 2015 y 2018. Los resultados indican que
los cursos ofrecidos en 2015 y 2018, para el desarrollo de la CDD, son similares y se ca-
racterizan en la mayoría de los casos, por dotar de una formación instrumental, con esca-
sa base didáctica y de crítica a la realidad tecnológica, coincidiendo con lo señalado por
Sancho et al. (2008). Se observa que no existen grandes diferencias entre la formación
ofrecida por CEFIRE y los sindicatos educativos. El presente estudio evidencia que pese
a lo recomendado por diferentes estándares sobre la CDD todavía hoy, no se ofrece a los
docentes de Educación Primaria de la provincia de Castellón, una formación actualizada
a las demandas sociales y profesionales.
Abstract
Facing the changes produced by Information and Communication Technologies (ICT), in Keywords
all aspects of our daily life (social, professional, personal, cultural, economic, etc.) it is ICT, Digital Teacher
essential that the citizen of the 21st century acquires the necessary skills and abilities Competency, ICT Training,
to solve daily problems, use ICT safely and ethically, and be critical with the information Teachers, Primary
presented. At the same time, teachers, as an essential figure in this preparation process, School
must have tools and strategies to contribute to the formation of today’s society and re-
duce, as far as possible, the digital divide related to the way in which ICTs are used. The
development of the Digital Teaching Competence is a key factor in this process, accor-
ding to recognized guidelines such as UNESCO (2008), INTEF (2017) and ISTE (2008 and
2011). The main objective of this study is to compare the ICT training offered by the admi-
nistration and the educational unions, the teachers in training and the teachers in primary
Capítulo 2.5. | Formación de formadores y competencia digital docente < | Volver al índice 49
education in the province of Castellón (Spain). A descriptive comparative analysis has
been carried out considering the training offered by the Centro de Formación, Innova-
ción y Recursos Educativos (CEFIRE) of the province of Castellón (Spain) and the courses
offered in the educational unions (ANPE, CSI-F CV, FETE -UGT PV and USE CV). The typo-
logy of the courses, the contents, the objectives, the duration, the modality and the type
of evaluation of the training offered to the teachers of Primary Education in the years
2015 and 2018 have been characterized. The results indicate that the courses offered in
2015 and 2018, for the development of the Digital Competence are similar and are charac-
terized in most cases, by providing an instrumental training, with little didactic base and
critique to the technological reality, coinciding with the indicated by Sancho et al. (2008).
It is observed that there are no great differences between the training offered by CEFIRE
and the educational unions. The present study shows that despite the recommendations
of different standards on CDD still today, teachers of Primary Education in the province
of Castellón are not offered updated training to social and professional demands.
Capítulo 2.5. | Formación de formadores y competencia digital docente < | Volver al índice 50
Área temática 2
Capítulo
2.6.
¿ES POSIBLE PLANIFICAR LA ACCIÓN
EDUCATIVA BASÁNDONOS EN
PROYECTOS? ABP EN LA FORMACIÓN
INICIAL DE MAESTROS
Coordinadores
Abstract
In this paper we are going to present a part of the results of an innovation project develo- Keywords
ped within the subject “Planning of Educational Ac-tion” of the Degree in Primary Educa- Project based Learning
tion at the University of Murcia. The main objective of the Project was to train students (PBL), Methodology,
in the theoretical-practical knowledge about the methodological strategy called “Apren- Innovative Education, Active
dizaje basado en proyectos” (PBL) also known in English as the Learning-based Project Learning
(PBL). Being a subject aimed to train ofuture teachers, and more specifically, aimed at
teaching how to plan the teaching action, we consider it essential to learn both the theo-
retical and practical basis of the PBL in order to be able to solve teaching planning situa-
tions with this methodology. Once the experience was developed with three groups of
students of the subject mentioned previously, a questionnaire was designed to know the
students’ assessment of it. The questionnaire had 37 items divided into five blocks, one
of which was addressed exclusively to aspects related to the ABP methodology. After
the descriptive analysis of the data, it can be concluded that although there are differen-
ces between groups, in a general way the students are satisfied with the learning of the
APB and with what this methodology contributes to the teaching-learning process.
Capítulo 2.6. | Formación de formadores y competencia digital docente < | Volver al índice 52
Área temática 2
Capítulo
2.7.
Aprendizaje Basado en
Experimentos en el Grado de
Educación Primaria
Coordinadores
Abstract
Experiment-based learning is a teaching technique which is used in a teaching sequence. Keywords
It is pre-instructional or co-instructional and its pedagogical purpose is to develop curri- Education Sciences, Natural
culum content, motivate, explore, monitor and promote collective discussion and reflec- Sciences, Methodology,
tion. While traditionally first the information is explained and afterwards you see where Experimental method
it can be applied. In this technique, first the experiment is presented then the learning
needs are identified through a problem you then look for the necessary information and
finally return to the experiment.
Capítulo 2.7. | Formación de formadores y competencia digital docente < | Volver al índice 54
Sciences. Following the above methodology the pupils were required to carry out the
experiment heuristically to solve the problem given in the experiment. The workshops
developed were: microorganisms, whose objective was to find the activity in a natural
microorganism as in yeast and the difference in chemical baking powder and to observe
their genetic material.
The second workshop was ecosystems, whose purpose was on one part to separate and
identify different plant pigments through a chromatography paper, moreover, experi-
ment the ground as a didactic resource. In the third workshop, food quality, the presen-
ce of sulfites were determined qualitatively, starch in various meat products and iron in
breakfast cereals. Finally, a sensitivity workshop was held where they could experience
the function of organs used in the senses such as touch and hearing. The result obtained
with this experience was the development of greater acquisition skills.
Capítulo 2.7. | Formación de formadores y competencia digital docente < | Volver al índice 55
Área temática 2
Capítulo
2.8.
Empoderamiento, horizontalidad
y TIC como bases de la formación
de profesorado
Coordinadores
Así mismo se presenta un análisis de los diversos métodos con los que se promovió el au-
toconocimiento de los docentes para posibilitar tanto su aprendizaje de la metodología
del ABP, como un meta- aprendizaje sobre su propia labor docente
Abstract
Our study demonstrates the experiences developed during teacher training course wich Keywords
topic was the methodology of Project Based Learning using ICT, and promoting the capa- Teacher training,
city of self reflection. This experience afected both, the teachers receiving the trainining Information and
and, in the same way, the trainer. We used a blog as an instrument for learning and as an Communication Technology,
opened - context for the educational community. Furthermore it was used as a channel action research,
education
for communicate the process of education and learning of the group of teachers and the
trainer. Likewise our study presents an analysis of the diverse methods we used in or-
der to promote teachers’ self-knowledge as well as how to promote the learning through
PBL. We have also aimed to bring awareness to their own meta - learning process on their
educational settings.
Capítulo 2.8. | Formación de formadores y competencia digital docente < | Volver al índice 57
Área temática 2
Capítulo
2.9.
Competencia digital docente
y educación sexual de la
adolescencia
Coordinadores
A su vez se lleva a cabo un análisis de los principales usos que hacen los adolescentes de
la red Internet y de las TIC en general, en relación con la búsqueda de información sexual y
la influencia perniciosa a la que puedan estar sometidos, y simultáneamente un rastreo de
los principales sitios web y recursos en abierto disponibles, de interés educativo sexual.
Abstract
Access practically universalized, and not guided, of adolescents to the Internet may be Keywords
contributing to an artificial construction of their adolescent sexuality, with increasing Sexuality, adolescence,
sexualization processes. teaching digital
competence, internet,
In this scenario, what is the role of teachers? Does your digital teaching competence ser- ICT
ve to know what adolescents do and what they do online? Is it able to guide and advise
students so that they have their own autonomy and competences with which they can
defend themselves against the counterproductive contents and the negative influences
Capítulo 2.9. | Formación de formadores y competencia digital docente < | Volver al índice 59
they may find on the Internet?
In the present work, framed in the context of a secondary education institute in Malaga
(Spain) and as a preliminary inquiry to the preparation of content corresponding to se-
xuality and human reproduction, within the specialty of Biology and Geology in Secon-
dary and Baccalaureate, students were invited to freely express their opinion about how
young people are informed, assume and understand their sexuality and how they consi-
der that particularly the Internet has been able to influence them in that sense.
The official curriculum of Secondary and Baccalaureate is analyzed to know the treat-
ment of sex education is done in it and investigates the existence of good educational
practices in your case.
At the same time, an analysis is carried out of the main uses made by adolescents of the
Internet and of ICT in general, in relation to the search for sexual information and the per-
nicious influence to which they may be subjected, and simultaneously a tracking of the
main websites and open resources available, of sexual educational interest.
Finally, and in the face of the void in sexual education existing in our educational system,
a proposal is made from the specialty of Biology, competent subject of the contents of
sexuality and human reproduction in the compulsory and post-compulsory secondary
education.
Capítulo 2.9. | Formación de formadores y competencia digital docente < | Volver al índice 60
Área temática 3
Capítulo
3.1.
PLATAFORMAS EDUCATIVAS:
¿FACILITAN O DIFICULTAN LA
COMUNICACIÓN CON
LAS FAMILIAS?
Coordinadores
¿En qué consisten estas plataformas?, se trata de plataformas de gestión escolar, donde
desde el centro se llevan a cabo diversas funciones, se tiene toda la información de los
alumnos, y además, permite la comunicación con las familias a través de una aplicación en
concreto. Las familias tienen a su disposición toda la información de sus hijos/as, en cual-
quier momento y desde cualquier lugar, a través de diferentes dispositivos. Sin embargo,
no todo son ventajas. ¿Qué sucede cuando los padres o los mismos docentes no saben
manejar estas herramientas? Cuando se da una situación de uso o manejo incorrecto por
alguno de los dos agentes, estamos dificultando la comunicación y la información entre
familia y escuela. Ante la necesidad de acercar la familia y la escuela, esta plataforma
puede estar dificultando dicho propósito, en lugar de beneficiarla. Sería necesario, pues,
que al implementar este tipo de herramientas se pudiera llevar a cabo una formación para
padres y profesores de manera que todos supieran aprovechar sus ventajas y optimizar
la herramienta para favorecer una comunicación positiva y útil entre los miembros de la
comunidad.
Abstract
Traditionally, communication between family and school was based on visits of parents Keywords
to schools, in specific tutorials between parents and teachers. For some time now, the Fammily, comunication,
need and advantages of good communication between family and school have been de- educational platforms,
tected, but there was the handicap of conciliation. In many occasions it is difficult to re- schools
concile the school schedule with the working days of the parents. Nowadays, new techno-
logies become a new resource that facilitates this communication, being able to contact
teachers through email, social networks and educational platforms.
What these platforms consist of? These are school management platforms, where va-
rious functions are carried out from the center, all the student information is available,
and also allows communication with families through an specific application. Families
have at their disposal all the information about their children, at any time and from any
place, through different devices. However, not all are advantages. What happens when
the parents or the teachers themselves do not know how to use these tools? When there
is a situation of incorrect use or handling by one of the two agents, we are making difficult
Capítulo
3.2.
BRECHA DIGITAL:
ASIGNATURA PENDIENTE
Coordinadores
Ante este hecho, sería imprescindible que, antes de dejar que los hijos/as se relacionen
con las nuevas tecnologías, los padres aprendieran a manejarlas. En este contexto, las es-
cuelas de padres se convierten en el lugar idóneo. El objetivo de este proyecto es diseñar
un plan de formación en competencia digital dirigido a familias de alumnado en etapas
de educación obligatoria. Para ello, hemos realizado un juicio de expertos partiendo de
criterios como la univocidad, la pertenencia y el grado de importancia de cada elemento y
criterio que componen el plan de formación. Tras el rediseño del plan, definimos y presen-
tamos un plan de formación a aplicar en las escuelas de padres que permita a las familias
la adquisición de un mayor grado de competencia digital.
Abstract
Society 2.0, a society based on new technologies, has resulted to what we call “digital Keywords
natives”. This is something very positive and advantageous. But are all positive effects? Fammily, digital divide,
The knowledge society has resulted to the “digital natives”. We all have in mind the image parents school, digital
of babies of months that already with their finger are able to pass the photos of a smar- native
tphone or a tablet. This fact should not be a problem, but what happens when children
grow up and are able to handle technological tools that their parents do not know about?
This causes what we call the “digital divide”: the existing separation between people who
use ICT as a routine part of their daily lives and those who do not have access to them or
who do not know how to use them. This digital divide represents a difficulty in two sphe-
res: at the level of interaction and at the level of socialization. This barrier comes from a
lack of literacy regarding the use and management of ICT by families, being a situation
that we can work on.
Given this fact, it would be essential that, before letting the children relate to new tech-
nologies, parents learned to manage them. In this context, the parent schools become
the ideal place. The objective of this project is to design a training plan in digital compe-
Capítulo
3.3.
DESARROLLO DE COMPETENCIAS
STEAM MEDIANTE ROBÓTICA MARINA
EDUCATIVA DE BAJO COSTE
Coordinadores
Abstract
Several studies ensure that participating in extracurricular activities related to STEAM Keywords
(Science, Technology, Engineering, Arts and Mathematics) competences involves a po- Learning method, teaching
sitive impact on the achievements and interest of youth. Unfortunately, when girls and method, technical teaching,
boys grow up, they perceive engineering as a threat, as a series of unknown and difficult electronic technology,
robotics.
knowledge to study. The impact is even greater among students from disadvantaged so-
cio-economic backgrounds. Therefore, it is essential to apply a learning model where the
five STEAM disciplines are tackled in an integrated way, instead of doing it separately,
with an interdisciplinary and applied approach at curricular level. This paper presents a
combination of project based learning and gamification methodologies, taking as a spe-
cific example the use of educational marine robotics in the classroom. This approach ser-
ves as an interdisciplinary and transversal tool for learning at educational levels ranging
from Primary School to Advanced Levels. The objective consists in the construction of
marine robots making use of low-cost elements and taking as a reference free software
and free hardware tools, integrating 3D printing as a way to build the reality. The com-
bination of active educational methodologies in real environments favours meaningful
learning, which conforms a fundamental element of the educational curriculum.
Capítulo
3.4.
HACIA UNA CARACTERIZACIÓN
DE LOS ENTORNOS INTELIGENTES
DE APRENDIZAJE
TOWARDS A CHARACTERIZATION
OF THE SMART LEARNING
ENVIRONMENTS
Coordinadores
Abstract
In the inclusion of technology as a structural element to promote learning we find that, on Keywords
the one hand, we should not limit it to the use of certain ICT resources to enrich occasionally Educational environment,
the teaching in the classroom and, on the other hand, it does not refer to a distinctive model Learning environment,
(as it would happen with online training). Smart learning involves the inclusion of technolo- Educational technology.
gy in any environment in order to promote better and faster learning. Although studies dea-
ling with smart classroom or smart learning spaces are emerging, there is still no specific
conceptualization of which elements should be taken into account. The main objective of
the present study, therefore, is to determine which are the proper characteristics that we
must consider for a correct understanding of smart learning environments. To do so, a sys-
tematic review has been used as a technique that allows an approach to the question throu-
gh a comprehensive review of the scientific corpus. As a result, we obtain a characteriza-
tion that can be categorized into three differentiated levels depending on the convenience
that each of the characteristics is required to define a smart learning environment. Thus,
factors such as adaptability and flexibility are considered basic, whereas others such as
personalization are merely recommended. In conclusion, we propose a characterization of
smart learning environments as a reference framework for an appropriate understanding
of the concept, identifying what we must take into account when implementing educational
technologies as a structural element to favor learning in different smart environments.
Capítulo
3.5.
INNOVACIÓN EDUCATIVA A TRAVÉS
DE LA ASTRONOMÍA Y CIENCIAS
DEL ESPACIO
Coordinadores
Rafa Palomar
VIU - Universidad Internacional de Valencia
rafael.palomar@campusviu.es
Detrás del proyecto hay un consorcio de más de 20 instituciones en todo el mundo que
están desarrollando instrumentación, ejercicios y aplicaciones informáticas para canali-
zar, dirigir y motivar el proceso de descubrimiento en los Institutos. EU-HOU busca po-
tenciar el interés por la ciencia entre las nuevas generaciones utilizando el atractivo de la
astronomía y el empleo de nuevas tecnologías para presentar nuevos retos a los alumnos
de las Institutos/Colegios de educación secundaria y bachillerato.
Abstract
Our interest on the night sky and the stars is deep inside our DNA. History of human Keywords
beings is intimately linked to the observation of the night sky and the path of Sun and Astronomy, Space Science,
Moon along the celestial sphere. Astronomy is a science for everyone, and it is capable Pedagogic innovation, New
of awaken curiosity, eagerness to learn, and imagination in all students of all ages. It is technologies.
in this context, and in the quest for finding new and innovative strategies to engage stu-
dents, usually oversaturated with information and immerse in a slowly evolving learning
environment, where initiatives like Hands On Universe (HOU) are born.
HOU is a planetary scale educational Project which started at the Berkeley University
(USA). Soon Europe followed (EU-HOU) and Spain joined as HOU-Spain. EU-HOU seeks
to bring Astronomy and Space Research to high school students, by using open issues
related to space, with the goal to engage them by appealing to their natural curiosity and
creativity.
In this presentation we will talk about the different initiatives which are being carried out
in the context of EU-HOU goals. We will also talk about the GTTP (Galileo Teachers Trai-
ning Program) and the work being done at Valencia.
Capítulo
3.6.
ROLES DOCENTES EN EL DESARROLLO DEL
APRENDIZAJE AUTORREGULADO:
METODOLOGÍAS ALTERNATIVAS Y CAMBIO DE
PARADIGMA.
TEACHERS’ ROLE WHEN ENCOURAGING SELF-
REGULATED LEARNING:
ALTERNATIVE TEACHING METHODS AND THE
CHANGE OF PARADIGM
Coordinadores
dorf, Pestalozzi o la planteada por Alexander S. Neill. Todas ellas tienen en común la bús-
queda del desarrollo integral del alumno y la potenciación del aprendizaje independiente
a través de una metodología centrada en las necesidades del mismo. La complejidad del
desarrollo del aprendizaje autónomo crea dudas entre los docentes de cuál sería el rol si
el alumno puede aprender por sí mismo. Una duda también frecuente al referirse al auge
de la enseñanza online. La presente comunicación pretende crear una comparativa de
los distintos roles do-centes y las alternativas metodológicas a la educación tradicional
centrados en educar para el aprendizaje independiente en Educación Primaria. Esta co-
municación forma parte de un estudio de casos múltiple más extenso, donde se han com-
parado tres escuelas primarias de tres metodologías diferentes y en diferentes países:
una escuela libertaria y una tradicional en España y una escuela activa en Escocia. A pesar
de que el proyecto de donde proceden estos datos recogió datos Mixtos (cualitativos
y cuantitativos), aquí se tienen en cuenta solo los datos cualitativos, recogidos a través
de entrevistas semiestructuradas y observaciones. Se concluye que las metodologías de
enseñanza-aprendizaje abiertas centradas en el niño cumplen todos los requisitos para
el desarrollo de alumnos autorregulados.
Abstract
Self-regulated learning, also known as Learn how to Learn, it is directly related with the Keywords
encouragement of critical thinking and individual freedom. The growing tendency to per- Pedagogy, Primary School,
ceive education as a holistic process has created the breeding ground for the alternative Active Learning, Teaching
schools to emerge. This schooling type is based on the theories created by Montessori, Method
Wardorf, Pestalozzi or Alexander S. Neill. All of them share a common ground: encourage
the autonomous learning and the holistic development of students though a child-cen-
tered teaching method. The complexity of the self-regulated learning creates doubts on
what is the role of the teacher if the student can learn by himself. This doubt is frequent-
ly asked when talking about the boom of online education. This paper compares the di-
fferent teacher roles and alternative teaching methods, other than the traditional rote
learning, in Primary Schools centered in encouraging self-regulated learning. The data
presented is part of a bigger multiple case study, where three different schooling types
have been compared in different countries: a traditional and democratic school in Spain
and an active school in Scotland. However the main research was mix methods, the data
taken into account for this paper is the qualitative, gathered through semi-structured in-
terviews and observations. As a conclusion, the teaching meth-odologies that complies
all the requirements to encourage the independent learning in Primary School pupils are
the flexible, open and the child-centered ones.
Capítulo
3.7.
EL CIBERPLAGIO UNIVERSITARIO.
PERCEPCIÓN DE LOS ESTUDIANTES
DE TRADUCCIÓN DE LA UNIVERSIDAD
INTERNACIONAL DE VALENCIA (VIU)
Coordinadores
De los resultados alcanzados se desprende que los estudiantes (n=73) utilizan la red
prácticamente como única fuente de información; son conscientes de que deben citar las
fuentes consultadas, pero desconocen cómo hacerlo; algunos las referencian en el apar-
tado bibliográfico, pero las ocultan en el cuerpo del trabajo por miedo a desvelar dicha
información; citan sus fuentes siguiendo el sentido común sin consultar un manual de
normas de citación; y desconocen las normas del centro con respecto a estas prácticas
deshonestas y las sanciones que se aplican. De ahí que sea necesario fomentar la inte-
gridad académica para que el respecto a la propiedad intelectual de los demás sea una
realidad en nuestras aulas.
Abstract
Plagiarism in higher education is increasing and has become a practice accepted by stu- Keywords
dents. The number of students copying information from the network without referen- Cyber-plagiarism,
cing it is on the rise, leading to the need to establish urgent measures to raise awareness, intellectual property,
and to train the groups academically involved (teachers, students and institutions). academic integrity,
academic dishonesty.
Our study aims to analyze the perception of students in the first translation courses at
the International University of Valencia (VIU) on using the intellectual property of others
when developing their academic work, and to identify the factors that encourage them to
cyber-plagiarize. We conducted an ad hoc survey with 15 questions of scalar assessment,
structured in five dimensions. The survey, after being validated through a test run and the
judgment of six external experts, was sent to the students enrolled in the two editions
of the degree during the 2016-2017 academic year. Google Forms was used to collect the
data and the SPSS 24.0 application was used to treat it and analyze it.
Capítulo
3.8.
APRENDIZAJE ACTIVO EN
EDUCACIÓN INFANTIL:
UNA GYMKANA DE LECTURA
Coordinadores
Se crearon 11 equipos compuestos por 6 alumnos que fueron asignados de forma aleato-
ria cumpliendo con la directriz que en cada grupo hubiera 2 representantes de cada cur-
so y paridad de sexo. Las actividades diseñadas para la gymkana respetaron las etapas
de aprendizaje lector de cada curso y se demandó una tarea final donde era necesaria la
implicación de todos los miembros del grupo para realizar de forma exitosa la actividad
lectora. Los materiales manipulativos utilizados se elaboraron en el propio centro y se
detallarán en el grueso de la comunicación.
Los resultados de la gymkana fueron muy positivos, pues todos los grupos completaron
la actividad final de manera satisfactoria. Como conclusión, se destaca la utilidad del
aprendizaje lúdico y la colaboración activa entre todos los miembros del grupo para lo-
grar la resolución de problemas de forma colectiva.
Abstract
This communication describes the experience carried out in a pre-school with the ob- Keywords
jective that the students put into practice significantly their knowledge as readers in a Experiencial learning;
collaborative activity involving students of 3, 4 and 5 years (66 students in total ). The Reading; Pre-school;
objectives of the activity were: To make visible the utility and the benefits derived from
reading skills; Raise awareness among students of the complexity of the process of lear-
ning to read; Strengthen the cohesion of students and establish support routines in sol-
ving problems.
11 teams were created consisting of 6 students who were randomly assigned, complying
with the guideline that in each group there would be 2 re-presenters of each course and
gender parity. Activities designed for the gymkhana respected the stages of reading
learning of each course and a final task was demanded where the involvement of all the
members of the group was necessary to carry out the reading activity successfully. The
manipulative materials used were created in the center itself and will be detailed in the
bulk of the communication. The results of the gymkana were positive, since all the groups
completed the final activity satisfactorily. As a conclusion, the usefulness of ludic lear-
ning and active collaboration among all the members of the group to solve problems co-
llectively is highlighted.
Capítulo
3.9.
Aprender a desaprender
Coordinadores
Abstract
This paper defends the idea that the teaching of Humanities contains a series of pedago- Keywords
gical commonplace uses which are paradoxical, as innovation in the teaching and learning Education, Humanities,
process does not belong to its nature. In addition, it seems that scientific and technologi- Communication,
cal progress depends on an adequate appreciation of this area which in recent times has Science
been asked to justify its usefulness at the cost of pushing it aside in the curriculum, since
for human sciences knowledge is not an acquisition or a building on solid foundations. If
there is such a foundation, if there is such a truth, the first thing social science should do
Capítulo
3.10.
Experiencias didácticas
para el aprendizaje de la
historia a través del cine
y los documentales en la
Enseñanza Superior.
Coordinadores
Abstract
The new technological advances and the possibilities offered by the internet allow the Keywords
pedagogical and didactic use of new tools in the context of higher education to meet the History, higher education,
curricular objectives in the area of history, improve the learning process of students and multimedia teaching,
stimulate their active participation. At the same time, they foster a new way of teaching, learning process.
new principles and methodological achievements. These approaches lead us to under-
take the design and implementation of didactic, audiovisual and multimedia resources
- Cuadernia - digital book in the form of a notebook composed of flash files, videos and
sounds, and gamification strategies - Quizziz - multiplayer class content questionnai-
re , all based on the teaching of history through film and training documentaries, which
contain information and innovative pedagogical experiences and ample potentialities to
work collaboratively in the classroom at different levels of the subject. In this sense, the
field of action of the cinema includes the field of the sensory, the intellectual, the social,
the emotional, the affective and the aesthetic, creating mechanisms that allow the deve-
lopment of complex capacities, and is a way to develop the sense of cooperation, partici-
pation and communication in the classroom. We understand the use of these didactic ma-
Capítulo
3.11.
¡CUÁNTO SE APRENDE AYUDANDO!
UN PROYECTO DE INTERVENCIÓN
HACIA EL APRENDIZAJE SERVICIO
Coordinadores
Abstract
Educational centres are spaces where students have the opportunity to develop social com- Keywords
petences in addition to acquiring knowledge. This work shows the development of the pro- Learning-service, ApS,
ject “How much is learned by helping”, which is designed to be implemented from the Tutorial educational innovation,
Action Plan in Compulsory Secondary Education. This proposal is based on the Learning-Ser- Secondary Education,
vice (ApS) pedagogy, which combines cur-ricular content learning with the development of Action Tutorial
social and civic competence, initiative and personal autonomy; at the same time, it stimu-la-
tes responsibility, effort and commitment and strengthens socio-emotional and proactive
skills (Hernández, Larrauri and Mendía, 2009). The project is based on (starts with?) an analy-
sis of social reality that detects different social or environmental problems. After this analy-
sis, the students commit themselves to the development of solidarity projects in co-opera-
tion with local entities. This project is carried out during the academic year and includes a
final evaluation in order to gather information on the results of the experience. The study is
wit-nessed by the fact that students, after a reflection process, must identify different social
or environmental problems they feel identified with. Fromthis point, they must choose and
commit themselves to develop different solidarity projects throughout the academic course.
This way, students feel they are the main actors of the project and it thus becomes an active
and meaningful learning. The results of this work showed that in comparison with traditional
learning, this is a more connected with reality learningthat reverts it-self in the society.
Capítulo
3.12.
PROPUESTA DE INNOVACIÓN
EDUCATIVA PARA LA MERJORA DE
LA CONVIVENCIA ESCOLAR
Coordinadores
Abstract
The current educational system requires training not exclusively based on the acquisi- Keywords
tion of academic knowledge, but on the learning of the social, favouring the concept of Social Coexistence, Conflict
learning to be human beings. Given the relevance of this topic, this study proposes a co- Resolution, Empathy, School
existence program that aims to promote the autonomy of students and teachers in the Mediation.
resolution of conflicts and the improvement of school coexistence. In addition, it is worth
mentioning the involvement of all sectors of the educational community (students, fa-
culty, administration staff, and services and families). In the case of Extremadura, since
September 2002, there has been the presence of professionals qualified in the media-
tion and resolution of conflicts, social educators, who will be profitable by assigning the
coordination of this type of programs. It is a purpose of this type of project to involve all
sectors of the educational community in the same goal, which must be the improvement
of school coexistence and the development of specific actions for each of the sectors
involved. Starting from the type of student rela-tionships, it is understood that it is ne-
cessary to promote training in social competences, working on aspects such as respect,
assertive communication, nego-tiation techniques, empathy, as well as peer assistance.
The approach and design of an innovative proposal to address this need arises as the pur-
pose of this work that offers a document that includes the organization of the program,
as well as the contents and activities necessary in the training of the participants, to be
able to export this experience to other educational canters.
Capítulo
3.13.
EFECTOS DE LA AUDICIÓN PASIVA
DE MÚSICA MINIMALISTA EN
EL ALUMNADO DE EDUCACIÓN
SECUNDARIA
Coordinadores
Abstract
Nowadays, the fact of listening to music while using mobile devices is a daily and general Keywords
activity; however, its inclusion in learning spaces is an infrequent reality. In this innovative Instrumental music, active
experience, a group of high school students has experienced the effects the passive and listening, information
semiconscious listening of minimal music produce through the use of integrated hea- technology, student,
secondary education.
dphones while they are doing certain interactive activities on their tablet devices. The
aim of the study is to verify the effects the integration of minimal music produces in a
pseudo-isolation environment during the development of tasks which involve the use of
ICT. In order to carry out the research, a quantitative method together with a descripti-
ve analysis was applied. The selected sample includes 100 students from the Beatriz de
Silva state-subsidised school, which is an education cooperative in the Autonomous City
of Ceuta. So as to collect the data, an ad hoc questionnaire was developed. The most sig-
nificant results show that the students have seen an improvement in their concentration
when they carry out tasks related to reading and writing (75%) and in manipulative acti-
vities (90%). 91% state they have contributed to the creation of a fun and entertaining
learning environment and 88% declare that the disruptions and the disturbance in the
Capítulo
3.14.
ABP PARA LA AUTORREGULACIÓN
DEL APRENDIZAJE EN LA
EDUCACIÓN OBLIGATORIA
Coordinadores
Abstract
Nowadays, our society is characterized by constant changes which happen ever fas- Keywords
ter. This situation makes essential a renewal of educative methodologies and learning
Educational innovation;
styles which allow student to learn for themselves, to self-regulate their own learning.
teacher training; ICT.
The main goal of this project is to develop meta-cognitive skills and strategies in high
school students which in turn allow them to get a higher competence level and autonomy
to build their own knowledges. Consequently, those new skills and strategies will be use-
ful to address personal, academic and professional problems in a strategic and creative
way. In order to put in practice this innovative purpose, the methodology require to work
with two different agents. On the one hand, teachers need to be provide with a theorical
and practice training and permanent coaching. On the other hand, students work with a
problem solving based methodology through ICT. Drawing on the experience, the results
show that a methodology based on solving problems is useful to acquire strategies which
promote an autonomous learning. Finally, it is discussed some conclusions and limita-
tions of this project of innovation.
Capítulo
3.15.
CREATIVIDAD Y AUTOESTIMA
EN EL CONTEXTO EDUCATIVO
Coordinadores
Abstract
The empowerment of self-esteem is a variable that must be taken into account when Keywords
studying creativity in the educational context. In creativity multiple factors can interact Creativity; Self Esteem;
with each other. Different studies show this especially in the stages of childhood and Childhood; Adolescence;
adolescence. However, the agreement is not unanimous. Most of the studies support a Emotional Development.
positive relationship between both variables, although also a smaller number of inves-
tigations find results that point towards a correlation of negative sign and others that
do not find any association. These mentioned studies do not always study the same field
of creativity, neither focus on the same evolutionary period or use the same study me-
thodology. Based on these findings, an analysis was developed focusing on the relations-
hip between creativity and self-esteem in the educational context using a quantitative
methodology in the period of childhood and adolescence. The results show that there is
more agreement that verbal creativity and self-esteem are related to each other both
in childhood and adolescence; however, its direct effect on pictorial creativity is not so
clear, at least in both evolutionary periods. Regarding how we perceive ourselves as crea-
tive and their relationship with self-esteem, the results of the investigations show no re-
lationship between both variables or the size of the effect is small. On the other hand, re-
searchers agree on a positive relationship between self-esteem and the characteristics
Capítulo
3.16.
LA ESCUELA DIGITAL COMO CRUCE
DE RELACIONES Y LUGAR DE
PLANIFICACIÓN DE LA ENSEÑANZA
Coordinadores
Patrizia Indennitate
Universitat de València
structuraplus@gmail.com
Abstract
The school is an ideal place to promote cultural and social stimuli throughout civil socie- Keywords
ty. Learning is a process through which the subject, developing their own experiences, School, technology,
modifies their own behavior and knowledge to adapt autonomously to the demands of learning, civil society.
their personality and the context in which they learn. With the use of information and
communication technologies, the quality of the relationship that develops between the
school and the territory is a requirement for the proper development of educational po-
licies. Digital didactics The main objective is help to replace the traditional static vision
of learning though of digital didactics, in a dynamic vision, the theoretical vision in a more
operative one, the acquisition of data in the elaboration of the same and the production
of new information.The school works between the needs and the tools it uses for learning
by connecting the needs of the students with the context existing outside the school.This
network action generates a mechanism of social cohesion that invests all the commu-
nities, academic and territorial areas. With a “digital convergence” in the classroom, it
will be possible to simultaneously have the potential of multimedia various languages
(audiovisual, iconic, photographic, textual, etc.) with typical interactivity of new media.
Therefore, the digital school becomes the crossroads of relationships and place of tea-
ching planning to promote the increase of the basic skills of the students to guarantee a
complete personality formation, autonomy and the development of reflexive capacity.
Capítulo
3.17.
LA COMPETENCIA MATEMÁTICA:
UN ENFOQUE INTERDIS-CIPLINAR
EN LA EDUCACIÓN SECUNDARIA
OBLIGATORIA
Coordinadores
Abstract
The learning difficulties of the mathematical competence in Compulsory Secondary Keywords
Education propel us to look for didactic proposals which are different from traditional School, technology,
methodologies. In our work, we focus on the difficulties in the use and interpretation of learning, civil society.
functions and their graphical representation. To this end, we approach its study from an
interdisciplinary approach based on the contents of the Economics subject in 4th Year of
Compulsory Secondary Education, specifically from the market equilibrium model. Our
goal is that our students develop the skills and attitudes that allow them to reason ma-
thematically, integrating the maths knowledge into other types of knowledge, in our case
the economic knowledge.
The construction of models is one of the main tools in the teaching of Economics and the
competitive market model gives us a core of contents that allows a joint project between
the subjects of Mathematics and Economics. In order to understand the functioning of an
economic model, students must be able to transfer the learning of the concept of func-
In our work, we propose interdisciplinary didactic materials that are based on the algebraic
and graphical analysis of the functions of demand and supply: the algebraic representation
of the linear functions, the points of cut with the axes of coordinates, the slope and its in-
terpretation and the intersection point of the functions as a market equilibrium point.
Capítulo
3.18.
DESARROLLANDO COMPETENCIAS
CLAVE A TRAVÉS DE LOS JUEGOS
DE MESA
Coordinadores
Abstract
The lack of the students’ motivation inside the classrooms is a current situation that is Keywords
provoking concern in the teachers. Consequently, teachers are trying to change their Board games, Primary
didactics in order to catch students’ attention. In this sense, the appearance of board School Education,
games can be a new situation with a lot of potentialities. As a result, the aim of the cu- key competences,
motivation.
rrent investigation is to analyse teachers’ opinion regarding the key competences that
are not worked in class and to find a set of board games that could reverse this situation.
A sample of 20 teachers of 3rd and 4th of Primary School Education in Alicante province
was recruited and a semi-structured interview was used to know their opinions. Once the
answers of the interviews were analysed and codified, it was found that teachers men-
tioned difficulties in developing the social and civics competence and the competence
about the sense of initiative and personal autonomy. After that, a lot of board games
were analysed in order to identify which of them could be adapted to students’ characte-
ristics and could develop the competences mentioned. In this sense three board games
were identified: one of them was cooperative, another one was competitive in pairs and
the last one was competitive. The analysis and the innovative teaching proposal from the
current work try to enhance the use of board games in the schools to develop the social
and autonomy competences through motivating and eye-catching activities.
Capítulo
3.19.
PROPUESTA DE INTERVENCIÓN:
INNOVACIÓN EDUCATIVA MEDIANTE
INTELIGENCIAS MÚLTIPLES EN
ALUMNOS CON SÍNDROME
DE DOWN
Coordinadores
Laura Lacomba-Trejo
Profesora Colaboradora,
Universidad Internacional de Valencia (VIU)
laura.lacomba@campusviu.es
Abstract
In recent years, the development of Multiple Intelligences (MI) in Primary Education has Keywords
been opening the way, leaving behind the traditional conceptualization of the Intellectual Innovation, Multiple
Coefficient (IQ), which was even more marked in students with Down Syndrome (DS). Intelligences, Down
However, according to Howard Gardner’s Theory of Multiple Intelligences (1983), intelli- Syndrome, Inclusive School,
Cooperative Learning.
gence is not a unitary set of different specific capacities, but a network of autonomous,
relatively interrelated capacities (linguistic, logical-mathematical, musical, visual-spa-
tial, kinetic-body, intrapersonal and interpersonal intelligence). Educational intervention
must be focused on meeting their needs and developing their full potential. The aim of
this study is to make a proposal for a cooperative learning intervention for students with
DS in Primary Education, through the work of MI.
The project takes into account strategies to improve the processes of reading, writing,
arithmetic, autonomy, attention and motivation. Through the implementation of 10 ses-
sions of 45 minutes each, carried out with cooperative learning methodology, students
will work on the purchase and sale of food and the development of culinary recipes, to
Capítulo
3.20.
PROPUESTA DE PROGRAMA
DEINTERVENCIÓN: CUENTOS COMO
HERRAMIENTA DE CONOCIMIENTO DE
EMOCIONES EN EDUCACIÓN INFANTIL
Coordinadores
Laura Lacomba-Trejo
Profesora Colaboradora,
Universidad Internacional de Valencia (VIU)
laura.lacomba@campusviu.es
Nuestro proyecto consiste en 10 sesiones aproximadamente de una hora, en las que tra-
bajará el reconocimiento de las cinco emociones básicas (ira, tristeza, alegría, miedo y
asco). Dedicando para cada emoción, una sesión con recursos narrativos como “Paula y
su cabello multicolor”, “Abrázame”, “Topito terremoto”, “Una pesadilla en el armario” y “Qué
asco de sándwich”, y una sesión con ejercicios que permitan la reflexión, la expresión y la
gestión emocional. Nuestro programa, pretende integrar además, a la familia en el pro-
yecto, contando con dos sesiones en las que la participación de la familia es el elemen-
to central. Para ello utilizaremos además, material de aula, audiovisuales, fotografías y
recursos interactivos. Finalmente, ofrece una evaluación mediante una rúbrica, técnicas
proyectivas para los niños y un cuestionario de conocimiento de emociones contestado
por los padres sobre su percepción acerca de la evolución del infante, todas ellas han de
realizarse tanto antes como después de la intervención. Señalamos la necesidad de im-
plementar programas de intervención como el nuestro en las aulas de infantil para favo-
recer el clima escolar y el desarrollo integral de los alumnos.
Abstract
The term Emotional Intelligence (EI) was defined by Mayer and Salovey in 1997 as the Keywords
ability to perceive, facilitate, understand and regulate our emotions and those of others. Emotional Intelligence,
EI in childhood is associated with more empathy, tolerance of diversity, and respect for Basic Emotions, Narrative
others and less bullying. Intervention programs that promote EI through narrative re- Resources, Innovation, Early
Childhood Education
sources are useful tools for strengthening emotional competencies in the childhood sta-
ge. Therefore, the aim of this paper is to develop an intervention proposal to improve EI
in Early Childhood Education through stories.
Our project consists of 10 sessions of approximately one hour, in which you will work on
the recognition of the five basic emotions (anger, sadness, joy, fear and disgust). For each
emotion, a session with narrative resources such as “Paula and her multicolored hair”,
“Hug me”, “Earthquake mole”, “A nightmare in the closet” and “What a disgusting sandwich”,
and a session with exercises that allow for reflection, expression and emotional manage-
ment. Our program also aims to integrate the family in the project, with two sessions in
Capítulo
3.21.
Programas informáticos para el
desarrollo de la creatividad en
estudiantes con altas capacidades
Coordinadores
Tárraga Mínguez, R.
Universidad de Valencia
Raul.tarraga@uv.es
Lacruz Pérez, I.
Universidad de Valencia
ilape2@alumni.uv.es
Tijeras Iborra, A.
Universidad de Valencia
m.amparo.tijeras@uv.es
Sanz Cervera, P.
Universidad de Valencia
pilar.sanz-cervera@uv.es
El software para la creación de productos como los Stop Motion, mediante los que los es-
tudiantes pueden animar fotografías con una exigencia baja de recursos tecnológicos.
Abstract
According to the classic model of the three rings of giftedness proposed by Renzulli, gif- Keywords
ted students: have a cognitive ability above the average, show a high perseverance and Creativity, Information
involvement in the task and show high levels of creativity. technology, Intelligence,
Educational software.
Creativity in gifted students should not be understood just circumscribed to specific pie-
ces of art, but refers to a divergent thinking style and to the ability to focus problems
from novel points of view, different from the traditional ones.
The present communication proposes some examples of computer programs that can
be used in the classroom as a resource to give opportunities to gifted students in order
to develop their creativity and divergent thinking. Among these programs and resources
we find:
Webquest, which allows students to carry out research tasks on topics of their inte-
rest through flexible itineraries that allow the development of the students’ creativity.
Programming software, such as Scratch, that allows students to create their own anima-
tion pro-ducts through a programming language accessible to students who begin in the
design.
Software to create products such as the Stop Motion ones, through which students can
animate photographs with a low demand of technological resources.
Capítulo
4.1.
Origami - Proyecto etwinning:
Innovación en el aula a través de
herramientas digitales
Coordinadores
Destacar los objetivos fundamentales como son: Utilizar las TIC para expresar las emo-
ciones y colaborar en actividades comunes entre socios, Fomentar la innovación y la
creatividad en el aula a través de las TIC trabajando las diferentes competencias y desta-
cando la competencia emocional y digital.
Fomentamos el trabajo en grupo entre los socios y los alumnos de los diferentes países a
través de las actividades de colaboración y las TIC.
El resultado fina es un trabajo colaborativo por medio de las actividades del proyecto
(juego de emociones, libro digital widbook) en el cual hemos conseguido mejorar por
medio del proyecto digital la Competencia Emocional en nuestros alumnos colaborando
entre los socios europeos e implicando a las familias a través de las TIC y la plataforma
etwinning.
Destacar que Origami ha sido toda una experiencia digital a través de gamificar el aula en
torno a las TIC , fomentando la motivación de los alumnos, lo que les convierte en prota-
gonistas de su proceso de enseñanza aprendizaje.
Abstract
The program eTwinning is an initiative of the European Commission, placed in Erasmus Keywords
+, that promotes the project development between two or more school centers of Euro- etwinning, collaboration,
pean countries, by means of a digital platform that gives place to a work in collaboration digital tools, european
between partners across the ICT. dimension.
Capítulo 4.1. | Nuevos recursos para el aprendizaje < | Volver al índice 118
In this communication etwinning appears the project ABP “ORIGAMI” National Prize 2017
between two European partners: The CEIP They Arenes of Valencia and the College n º
9 of Oleksandria of Ukraine across the work in the Twinspace and the utilization of the
TIC. “Origami” is a project based on the emotions and at how the emotions are employed
with our pupils across sharing experiences between partners of both countries by means
of the collaboration and the digital tools. To emphasize the fundamental aims since they
are: To use the TIC to express the emotions and to collaborate in common activities be-
tween partners, Fomentar the innovation and the creativity at the classroom across the
TIC being employed the different competitions and emphasizing the emotional and digi-
tal competition.
The result dies is a collaborative work by means of the activities of the project (game of
emotions, digital book widbook) in which we have managed to improve by means of the
digital project the Emotional Competition in our pupils collaborating between the Euro-
pean partners and implying to the families across the TIC and the platform etwinning.
To emphasize that Origami has been the whole digital experience across gamificar the
classroom concerning the TIC, promoting the motivation of the pupils, which they turns
into protagonists of his process of education learning.
Capítulo 4.1. | Nuevos recursos para el aprendizaje < | Volver al índice 119
Área temática 4
Capítulo
4.2.
EL USO DE LA RÚBRICA PARA LA
EVALUACIÓN ORAL DE LOS ALUMNOS
DE PRIMERO DE CARRERA: EL CASO DE
PROYECTOS GRUPALES EN TURISMO
Coordinadores
Elsa Soro
Escuela Universitaria de Turismo Ostelea
Universitat de Lleida
esoro@ostelea.com
Abstract
A correct evaluation of the learning is essential in any process of continuous improve- Keywords
ment that wants to be implemented. The use of rubrics as authentic evaluative road maps Rubric, oral presentations,
allows guiding the expectations of the students, especially during the first year of the evaluation, Tourism,
course, since this is the first contact of the students with the University once they have methodology
left their secondary studies. In the first year of the Degree in Tourism and Leisure taught
by the Ostelea School of Tourism and Hospitality, University of Lleida (UdL), rubrics have
been used as self-reflective tools in oral presentations in class.
References
In the academic years 2015-2016 and 2016-2017, in subjects of the first year of the de- Alsina Masmitjà et al.
gree, we have observed that criteria related to formal aspects of the presentation, such (2013). Cuadernos de
Docencia Universitaria.
as the introduction, conclusions and, in general, the organization of the presentation, are
ICE y Ediciones Octaedro.
highly valued. On the other hand, other aspects, such as body posture, audience manage- Barcelona.
ment or the time designated for the performance of the presentation, are poorly applied
and considered by the students.
In this way, the results make necessaries new objectives for the future students: the
need to strengthen the soft skills as elements of improvement and reflection. It remains
to be studied if the results are relevant, not only in a University level, but also in general
education institutions.
Capítulo 4.2. | Nuevos recursos para el aprendizaje < | Volver al índice 121
Área temática 4
Capítulo
4.3.
INTRODUCCIÓN DE LOS CHROMEBOOKS
EN EDUCACIÓN MUSICAL PRIMARIA
Coordinadores
Abstract
With the realization of the present communication is intended to analyze the impact Keywords
of the introduction of Chromebooks in the classrooms of 5th and 6th grade, as part of Chromebooks, Music
an innovation project carried out in the Sagrada Familia center (Valencia). Taking as a Education, Google, ICT,
reference the establishment of ICT and methodological innovation, we investigate the
benefits that Chromebooks have been able to bring to both students and teachers who
use them. After two courses since its implementation, data is collected thanks to obser-
vation, questionnaires and personal stories. It is therefore about knowing and analyzing
the benefits of the use of Chromebooks as an educational resource in the classrooms
of the third cycle of Primary, both for students and teachers, through the observation
of their use and evaluating through a set of different techniques the benefits of them.
As an example of use we will see the work done in the area of Music Education and some
of the projects developed. We will focus on the type of activities carried out and their
assessment by all the agents involved. Thus, this communication could fit into the thema-
tic lines: 1. Educational innovation, technological innovation and creativity, 3. Innovative
methodological trends or 4. New resources for learning the II International Congress on
Technologies and Educational Innovation.
Capítulo 4.3. | Nuevos recursos para el aprendizaje < | Volver al índice 123
Área temática 4
Capítulo
4.4.
LA ETNOGRAFÍA COMO HERRAMIENTA
PEDAGÓGICA EN TURISMO Y OCIO
Coordinadores
Claudio Milano
Escuela Universitaria de Turismo Ostelea
Universitat de Lleida
cmilano@ostelea.com
José A. Mansilla
Escuela Universitaria de Turismo Ostelea
Universitat de Lleida
jamansilla@ostelea.com
Abstract
The educational innovation process developed by the Ostelea School of Tourism and Keywords
Hospitality, University of Lleida, has -as one of its main objectives- to achieve a conti- Ethnography, innovation,
nuous improvement in the teaching-learning procedure. In this sense, among the most Tourism, methodology
important elements, we can find the contexts and methods used for this purpose in the
Degree in Tourism and Leisure. Prior studies on the use of the ethnographic methodology
in educational contexts (Cf. Moreno and Daza, 2015 and Maturana and Garzón, 2015) show
their validity in didactic-pedagogical practices aimed to social research and highlight its
relevance for the study of the educational environments themselves.
We analyze here the use of ethnographic techniques as tools traditionally linked to an-
thropological and sociological studies. However, this technique is also valued in the pro-
cess of creating knowledge and acquiring skills by the students of the Degree in Tourism
and Leisure. In order to achieve this last objective, we introduce and discuss the results
Capítulo 4.4. | Nuevos recursos para el aprendizaje < | Volver al índice 125
of the incorporations of participant observation and conducting semi-structured inter-
views in different contexts of the city of Barcelona. The aim is to see the evolution of the
use of this technic by students among their 18-25 years.
Capítulo 4.4. | Nuevos recursos para el aprendizaje < | Volver al índice 126
Área temática 4
Capítulo
4.5.
MUSICCRITIC Y EL DESARROLLO DE
HERRAMIENTAS TIC PARA LA EVALUACIÓN
DE LA ENTONACIÓN BASADAS EN
PRINCIPIOS CUALITATIVOS
Coordinadores
Laura Gorbe
Universidad Internacional de Valencia
lauragorbe@gmail.com
Xavier Serra
Universitat Pompeu Fabra, Barcelona
xavier.serra@upf.edu
Baris Bozkurt
Universitat Pompeu Fabra, Barcelona
baris.bozkurt@upf.edu
emisión de un sonido por parte del participante y que evalúen de forma cualitativa el uso
de la propia voz o la ejecución instrumental en ejercicios de imitación y/o recreación de
un sonido así como improvisación o lectura de partitura. MusicCritic (https://musiccritic.
upf.edu/) proporciona un software que funciona como un servicio externo que da soporte a
variedad de plataformas educativas y diversidad de actividades musicales para las que se
requiera analizar y evaluar la grabación de la interpretación de un estudiante. Con Music-
Critic estamos dando, en la actualidad, el soporte a un curso de Indian Classical Music en
la plataforma Kadenze y estamos desarrollando un grupo de test para evaluar el nivel de
entonación y lectura de los estudiantes de música, así como una serie de cursos de lectura
y entrenamiento auditivo.
Abstract
One of the great advantages of education through technological platforms, such as apps Keywords
or MOOCs, is the automatic evaluation of the exercises that are proposed. There is an im- Automatic assessment
portant number of systems that help the valuation of activities based, above all, on dis- – music education – ear
criminating or recognizing a musical element from a quantitative point of view, but there training - sight-singing -
intonation
are not many with solutions for the realization of tests that imply the emission of a sound
on the part of the participant and that qualitatively evaluate the use of one’s own voice
or instrumental performance in exercises of imitation and/or recreation of a sound as
well as improvisation or reading of the score. MusicCritic (https://musiccritic.upf.edu/)
provides software that functions as an external service that supports a variety of educa-
tional platforms and a variety of musical activities that require analyzing and evaluating
the recording of a performance by a student. With MusicCritic we are currently giving su-
pport to an Indian Classical Music course on the Kadenze platform and we are developing
a group of tests to assess the level of intonation and reading of music students, as well
as a series of courses for reading and auditory training.
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Área temática 4
Capítulo
4.6.
POSIBILIDADES EDUCATIVAS DE LAS REDES
SOCIALES EN EDUCACIÓN SUPERIOR
Coordinadores
Con esta investigación, se pretende conocer y percibir cuáles son las posibilidades educa-
tivas que actualmente ofrecen estas herramientas de comunicación social a los alum-nos
y docentes de Educación Superior, así como el uso que se hace de las mismas, atendiendo
siempre a la dimensión educativa y pedagógica. Se parte de un enfoque meto-dológico ba-
sado en la investigación documental, por medio de una revisión bibliográfica, la cual nos
permita obtener información de estudios relevantes que respaldan esta realidad educati-
va. Los resultados obtenidos nos demuestran las posibilidades educativas de las redes so-
ciales para fomentar la motivación y las relaciones interpersonales entre los estudiantes,
pero a su vez, nos muestran la escasa implementación de estas herramientas en la práctica
docente.
Abstract
Over the last few years, social networks have become a powerful communication tool Keywords
among young people, not only in the social and personal context, but have gradually been Social networks, Higher
incorporated into the classroom. The National Institute of Statistics highlights the consi- Education, educational
derable growth in the use of social networks in our country, being the most participative innovation.
young students from 16 to 24 years old (INE, 2016). That is why we are facing students
who are formal users of computers, who work with ICT in school, home, and use them as
a source of entertainment and means of communication (Prendes and Sánchez, 2011),
but often , do not take into account the educational possibili-ties they can offer when
using technological tools in the classroom. On the other hand, studies show us the scarce
implementation of these tools in the teaching practice, so that educational innovation
would be related to the use of new technological tools, but without attending to the pe-
dagogical purposes of these in the learning process of the students.
With this research, it is intended to know and perceive the educational possibilities cu-
Capítulo 4.6. | Nuevos recursos para el aprendizaje < | Volver al índice 130
rrently offered by these tools of social communication to students and teachers of Hi-
gher Education, as well as the use made of them, always taking into account the educa-
tional and pedagogical dimension . It is based on a methodological approach based on
documentary research, through a bibliographic review, which allows us to obtain infor-
mation from relevant studies that support this educational reality. The results ob-tained
show us the educational possibilities of social networks to encourage motivation and in-
terpersonal relationships among students, but in turn, show us the poor imple-mentation
of these tools in teaching practice.
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Área temática 4
Capítulo
4.7.
EL PLAY SOUND EN
EL AULA DE MÚSICA
Coordinadores
Tras dicha investigación comprobamos que el 60% de los alumnos experimentaba una
mejoría de entre el 40 y el 60% tras varias sesiones utilizando el Play Sound, un 25% ex-
perimentaba una mejor-ía aproximada de entre el 20 y el 40% tras la investigación, alre-
dedor de un 10% no mejoró nada o prácticamente nada, cabe destacar que en este grupo
hay dos subgrupos de alumnos, los alumnos que ya tienen conocimientos musicales, por
interpretar algún instrumento, y que por ende no pue-den mejorar en la lectoescritura, y
los alumnos que no se involucraron en la asignatura, ni en la investigación. Y finalmente
tenemos un 5% de alumnos que experimentaron una mejoría igual o superior al 60%, se
trata de aquellos alumnos que inicialmente su nivel era prácticamente nulo al igual que su
implicación en la asignatura, pero que si se vieron motivados y realizaron la investigación.
Por lo que podemos concluir que el Play Sound cumple nuestras expectativas de mejorar el
aprendizaje en el aula de música.
Abstract
The usefulness of Play Sound in the music classroom as a motivating and didactic ele- Keywords
ment and its acceptance among students. Research in students of 1st ESO. With this re-
search it is tried to dem-onstrate that thanks to the Play Sound it is possible to simplify Motivation, Technology,
the interpretative point of the mu-sic, and with it the student shows a greater assimila- Music, Learning.
tion of the subject together with a greater impli-cation in the same one, by means of a
more playful, fast learning and motivator way. The field in which the work has been deli-
mited is that of musical reading.
The methodology used is that of action-research, and by designing our work we can affirm
that it is a mixed investigation, that is, it has both quantitative and qualitative character.
After this research we found that 60% of the students experienced an improvement of
between 40 and 60% after several sessions using the Play Sound, 25% experienced an
approximate improve-ment of between 20 and 40% after the investigation, around 10%
did not improve anything or practically nothing, it is noteworthy that in this group there
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are two subgroups of students, students who already have musical knowledge, to play an
instrument, and therefore can not improve in read-ing and writing, and students who did
not get involved in the subject or in the research. And finally we have 5% of students who
experienced an improvement equal to or greater than 60%, it is about those students
whose initially level was practically nil, as well as their involvement in the subject, but who
were motivated and did the research. So we can conclude that the Play Sound meets our
expectations to improve learning in the music classroom.
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Área temática 4
Capítulo
4.8.
UNA HERRAMIENTA OBSERVACIONAL
DIGITAL COMO RECURSO PEDAGÓGICO
PARA EVALUAR LA ORGANIZACIÓN DEL
AULA EN INFANTIL
Coordinadores
el fin de evaluar la calidad organizativa del aula. Para ello, se identificaron las dimensiones
que intervienen directamente en un determinado ambiente de trabajo: espacio, tiempo
y materiales. Una vez identificadas las principales dimen-siones, se propusieron un total
20 ítems, seis ítems pertenecientes a la categoría espacio, nueve ítems asignados a la di-
mensión tiempo y cinco a la categoría materiales, para evaluar la calidad organizativa del
aula de infantil. El grado de cumplimiento de los criterios organizativos propuestos se va-
loran en una escala de estimación gradual con tres niveles de respuesta (nunca, a veces y
siempre). La relevancia de este trabajo reside en la necesidad de paliar la carencia de un
recurso que permita evaluar la calidad organ-izativa de un entorno educativo atendiendo a
tres factores condicionantes de la estruc-turación del aula y la jornada escolar: el espacio,
el tiempo y los materiales. En con-clusión, la aportación que realiza este trabajo consiste en
ofrecer un nuevo recurso didáctico basado en la evaluación del ambiente organizativo de
un aula de Educación Infantil. A su vez, sirve como herramienta de auto-evaluación para que
los estudiantes puedan auto-evaluar la calidad de sus tareas académicas que impliquen el
diseño y pro-puesta de la organización del aula en Educación Infantil.
Abstract
The classroom is a space for coexistence that must generate a pleasant, safe and organized Keywords
work environment. The study of the organization of space, time and materials of a classroom Digital observational tool,
of Early Childhood Education becomes a relevant element to achieve the highest organizatio- Classroom organization,
nal quality. The aim of this work was to design an observational tool in digital support aimed at Space, Time, Materials.
students of the Degree in Early Childhood Education in order to evaluate the organizational
quality of the classroom. To do this, the dimensions that directly intervene in a given work envi-
ronment were identified: space, time and materials. Once the main dimensions were identified,
a total of 20 items were proposed, six items belonging to the space category, nine items as-
signed to the time dimension and five to the material category, to evaluate the organizational
quality of the children’s classroom. The degree of compliance with the proposed organizatio-
nal criteria is assessed on a scale of gradual estimation with three levels of response (never,
sometimes and always). The relevance of this work lies in the need to avoid the lack of a resour-
ce that allows evaluating the organizational quality of an educational environment based on
three factors conditioning the structuring of the classroom and the school day: space, time and
materials. In conclusion, the contribution made by this work con-sists in offering a new didactic
resource based on the evaluation of the organizational environment of a classroom for Early
Childhood Education. At the same time, it serves as a self-assessment tool so that students
can self-evaluate the quality of their academic tasks that involve the design and proposal of
the classroom organization in Early Childhood Education.
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Área temática 4
Capítulo
4.9.
EL DISEÑO E IMPLEMENTACIÓN DE
LOS MOOC PARA LA ADQUISICIÓN DE
COMPETENCIAS
Coordinadores
El término Mooc hacer referencia a distintos tipos de cursos con diferentes metodolo-
gías, que se verán reflejadas en el diseño y funcionamiento. En el Informe Horizón (2017)
de Educación Superior se señalan como tendencias que tendrán impacto a medio plazo,
el rediseño de los espacios de aprendizaje aprovechando los avances en tecnología mul-
timedia e inalámbricas.
Fundamentación de la metodología
El propósito de este trabajo es presentar varios estudios realizados tanto en España
como en otros países, donde se explicite las características e implementación de los
Mooc para lograr la adquisición de competencias. Para ello se ha llevado a cabo una revi-
sión bibliográfica de varios artículos y publicaciones a través de la búsqueda en diversas
bases de datos como Dialnet, ScienceDirect, ERIC Abacus, RUA, Central and Eastern Eu-
ropean Online Library, Sage Journals, RCUB, SEDICI, IOS Press, Wiley Online Library.
Conclusiones
La clave de los Mooc se encuentra en la metodología y estrategias didácticas que utilicen
en su diseño, respecto a su implementación la clave reside en las e-actividades y tareas
que deben realizar los alumnos (Cabero, 2015). Castaño, Maiz y Urtza (2015) tras realizar
investigación a través de encuesta manifiestan que la utilización de Redes Sociales como
estrategia de aprendizaje en un curso Mooc influye en el rendimiento académico y en el
éxito de los estudiantes.
Bibliografía
Cabero Almenara, J. (2015). Visiones educativas sobre los Mooc. RIED. Revista Iberoame-
ricana de Educación a Distancia, 18 (2), 39-60.
Castaño Garrido, C.; Maiz Olazabalaga, I. y Garay Ruiz, U. (2015). Percepción de los parti-
cipantes sobre el aprendizaje en un MOOC. RIED. Revista Iberoamericana de Educación
a Distancia, 18 (2), 197-221.
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Abstract
The Mooc are open online courses that have an open (open) and massive character, since their Keywords
characteristics can reach thousands of people. Students participate in a collaborative tea- Mooc, methodology,
ching process characterized by carrying out meaningful learning where the student-teacher teaching strategies,
interaction and student-student interaction generate a learning community. The term Mooc design.
refers to different types of courses with different methodologies, which will be reflected in
the design and operation.
The term Mooc refers to different types of courses with different methodologies, which will
be reflected in the design and operation. In the Horizón (2017) Higher Education Report, the
trends that will have an impact in the medium term, the redesign of the spaces are indicated of
learning taking advantage of advances in multimedia and wireless technology.
Conclusions
The key of the Mooc is in the methodology and didactic strategies that they use in their design,
regarding their implementation the key resides in the e-activities and tasks that the students
must perform (Cabero, 2015). Castaño, Maiz and Urtza (2015) after carrying out research throu-
gh a survey, state that the use of Social Networks as a learning strategy in a Mooc course in-
fluences the academic performance and the success of the students.
Bibliography
Cabero Almenara, J. (2015). Educational visions about the Mooc. RIED. Iberoamerican Journal
of Distance Education, 18 (2), 39-60.
Castaño Garrido, C .; Maiz Olazabalaga, I. and Garay Ruiz, U. (2015). Perception of participants
about learning in a MOOC. RIED. Iberoamerican Journal of Distance Education, 18 (2), 197-221.
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Área temática 4
Capítulo
4.10.
PROYECTO DESAM:
USO DE CÓDIGOS QR PARA UNA
UNIVERSIDAD MÁS INCLUSIVA
Coordinadores
Esta propuesta pretende presentar el proyecto de innovación docente DESAM (Desa- Palabras Clave
rrollo de contenidos para sistema de accesibilidad universal multiplataforma y de bajo Traducción, accesibilidad
coste de descripción, localización y guiado de edificios de la UGR) desarrollado por el universal, códigos QR,
educación inclusiva.
grupo de investigación TRACCE del Departamento de Traducción de la Universidad de
Granada. Recurriendo a las nuevas tecnologías, el proyecto busca hacer accesibles las
facultades de Traducción y de Informática de la UGR para estudiantes con discapacidad
visual y auditiva. Para ello, se emplea una app basada en códigos QR que ofrece un siste-
ma de guiado para los usuarios, tanto con discapacidad sensorial como sin ella, con el que
poder desplazarse de forma autónoma por dichos espacios educativos, lo cual repercute
en la mejora de la experiencia universitaria del colectivo de estudiantes con discapacidad
sensorial. La app proporciona también información para otro tipo de perfiles, como los
estudiantes proceden-tes de otros países que hablan idiomas distintos al español, o los
turistas que visitan la facultad de Traducción de Granada, ubicada en un famoso palacete
neoclásico del siglo XVIII. El software empleado, llamado SPQR (SPecial QR), es de uso
libre y ha sido desarrollado por la Fundación Orange y BJ Adaptaciones. Por su parte, el
objetivo docente de DESAM busca alimentar esta app con los contenidos traducidos du-
rante las clases de Traducción e Interpretación, en las que se pusieron en práctica modali-
dades de traducción accesible específicas para entornos arquitectónicos. Así, las nuevas
tecnologías nos sirven como herramienta didáctica y, a su vez, como vía para hacer de la
UGR una universidad más accesible para todos sus estudiantes.
Abstract
This proposal presents the Innovation Teaching Project DESAM (Content development Keywords
for a low-cost multiplatform universally accessible system for describing, localizing and Translation, universal
guiding in buildings of the University of Granada) developed by TRACCE research group of accessibility, QR. codes,
the Translation Department of the UGR. By the use of new technologies, this project aims inclusive education.
to make the Translation faculty and the Computer Science faculty accessible for students
with visual and hearing impairment. For that purpose, we use a QR-based app that offers
a guiding system for users with or without sensory impairments that allows them to get
around those educative buildings independently. This fact constitutes an improvement
concerning the university experience of the sensory impaired students. The app also inclu-
des information directed towards other kinds of users such as international students who
speak other languages, or tourists who may visit the Translation faculty, which is located in
a famous neoclassical 15th century palace. The used software is called SPQR (SPecial QR)
and is an open software. It has been developed by Fundación Orange and BJ Adaptaciones.
The educational aim of DESAM seeks to feed the app with the contents that have been
translated during the Translation and Interpreting classes, when the specific accessible
translation modalities used for architectural environments were put into practice. There-
fore new technologies serve as didactic tools, and in turn, as a way of making the UGR a
more accessible university for all its students.
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Área temática 4
Capítulo
4.11.
MOBILE LEARNING Y EL USO DEL
SMARTPHONE EN CLASE PARA
LA CONSTRUCCIÓN DE MAPAS
CONCEPTUALES
Coordinadores
Abstract
Technological innovations that have increased since the latter half of the century to Keywords
date have also broken into the school, changing for the better, the process of teaching Technological innovation,
and learning, not as a transmitter of knowledge but as an enabler for future responsible mobile learning, concept
adults , free and able to decide on their future. One of the technological tools of many maps, meaningful
learning.
students, from the age of approximately 8 years, is the unlikely mobile phone or Smar-
tphone. In this case study we see how the Italian Ministry of Education regulates the use
of mobile phones during school hours. It is only allowed for educational purposes and is
forbidden in the case of personal use and when it is not shared with teachers and class-
mates. It will be each school, individually, through the drafting of “acceptable use practi-
ces” (PUA), which regulate the use of mobile devices in the classroom. In favor of mobile
learning, this intervention highlights the existence of positive relationships between the
concept maps methodology and the mobile phone, and indicates the most suitable apps
* for smartphone , which allow the student, in an autonomous way, to create a concept
map on his mobile phone, to share it with the teacher and classmates, and also be able
to print. Even students with difficulty, or with special educational needs or with speci-
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fic learning disabilities (dyslexia, dysgraphia, dyscalculia), can be an advocate of his own
learning process. The effectiveness of concept maps on meaningful learning is consolida-
ted, when it is the student himself who creates them, in order to overcome the difficulties
of organizing and memorizing contents or to better deal with verification, interrogation
or exams.
* SuperMaps for Android, Mental, Mindomo, MindMapper, BigMind, Popplet, SimpleMind
Free and Pro.
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Pósters
Objetivo: Participantes:
acercar el ApS a los estudiantes como práctica estudiantes de la asignatura “Sociedad, Escuela y Democracia” del Grado de Educación Primaria
educativa innovadora que posibilite trabajar sobre de la Universidad de Almería durante el curso académico 2016/2017.
necesidades reales del entorno con la finalidad de Fases del proyecto:
mejorarlo. preparación, planificación, realización y seguimiento, evaluación multifocal y cierre.
Metodología:
proyecto educativo con un enfoque explícito de justicia social, entendida de forma bidimensional:
una relacionada con la práctica y la otra con la reflexión.
Puntos fuertes:
> Puig, J. M., Batlle, R., Bosch, C., y Palos. J. (2006). Aprenentatge Servei.
sentido del servicio cívico, el aprendizaje útil, el trabajo cooperativo y una
Educar per a la ciutadania. Barcelona: Octaedro / Fundació Jaume Bofill.
reflexión continua.
Grup de Recerca en Educació Moral (GREM) (2014). Rúbrica para la
Puntos débiles: autoevaluación y la mejora de los proyectos de ApS. Barcelona: Centre
necesidades presentadas, el servicio continuado y la participación Promotor d’Aprenentatge Servei.
delimitada.
> La industria alimentaria de la UE debe pasar Las principales innovaciones que plantea el proyecto UPDATEST son:
de competir por precio a competir por valor.
> Mejorar el conocimiento, las competencias y las habilidades en nuevas
> Esta transformación requerirá la tecnologías de inspección en el sector alimentario.
introducción de nuevas tecnologías para
> Integrar a representantes de la industria, de la academia, de centros
satisfacer las demandas del consumidor.
tecnológicos y de centros formativos en el equipo de trabajo.
> Paralelamente, será necesaria una mayor
> Realizar un análisis de necesidades formativas a nivel internacional.
capacitación de los trabajadores del sector.
> Diseñar cursos adaptados a diferentes tipos de estudiantes (formación
profesional, universitaria, continua…) Preparar materiales en acceso abierto con
herramientas TIC y AICLE y estudios de casos reales.
DESARROLLO DE MATERIALES
Temporalización: Recursos:
1º) Gamificación con las cartas, en clase. 2º) Trabajo colaborativo usando Juego de cartas con los contenidos de aprendizaje, aplicaciones que
las TIC: blog, padlets, thinglinks… 3º) Grabación y exposición con el croma. trabajan competencias, recreación de la historia, líneas de tiempo, gestión
y confección de blogs y padlets para el trabajo colaborativo y creación de
Datos:
un portfolio de trabajo. Creación de un Blog: prehistoria1esoccss.blogspot.
com.es/
Acciones:
Blog:
prehistoria1esoccss.blogspot.com.es/search/label/0_TRABAJOS%20CROMA
Con el uso de estas técnicas educativas innovadoras, se consiguió: > Pradas, S. (2017). Neurotecnología educativa. La tecnología al servicio del
alumno y del profesor. Ministerio de Educación.
respuesta conceptual más global y de calidad por parte de los alumnos.
Mayor participación, aumento de la curiosidad (más del doble de preguntas > Swan, M., Peacock, A., Hart, S., y Drummond, M. J. (2016). Generar
que en otros temas), aumento de autonomía e intercomunicación, alta aprendizajes sin limitaciones. Madrid: Morata.
motivación y uso de la reflexión y el pensamiento crítico.
> Gallego, F. J., Villagrá, C. J., Satorre, R., Compañ, P., Molina, R., & Llorens
Largo, F. (2014). Panorámica: serious games, gamification y mucho
más. ReVisión, 7(2).
La escuela es un lugar privilegiado para promover Este estudio de casos se basa sobre la base de evaluaciones pedagógicas y didácticas,
los estímulos culturales y sociales en toda sociedad recursos docentes, la observación de los espacios escolares, trabajo en grupo / interclase, de
civil. El aprendizaje es un proceso a través del cual nivel - alumnos con niveles cognitivos y de habilidades análogas, -alumnos heterogéneos pero
el sujeto, elaborando sus propias experiencias, involucrados en la elaboración de una tarea común, alumnos que se agrupan en función de sus
modifica su propio comportamiento y conocimiento intereses -, horizontalmente, verticalmente. Los Tutores asumen un valor estratégico: coordinan
para adaptarse de forma autónoma a las exigencias las actividades del grupo, el desarrollo de los proyectos, la unidad pedagógica y organizativa de
provenientes de su personalidad y del contexto las actividades promocionadas, interactúan y transmiten los resultados del trabajo realizado,
en el que aprende. Con el uso de las tecnologías de difunden la documentación en el territorio.
la información y de la comunicación, la calidad de
> Laboratorios digitales para desarrollar conocimiento y habilidades
la relación que se desarrolla entre la escuela y el
territorio es un requisito para el buen desarrollo de > Contextos de relaciones / intercambios para la solución de problemas cognitivos
las políticas educativas. El objetivo de este estudio > Relaciones activas e interactivas apoyadas por tecnologías digitales
es ayudar a reemplazar la visión estática tradicional
> Diseñar y redescubrir la inteligencia, el conocimiento y la creatividad
del aprendizaje a través de la didáctica digital, en
una visión dinámica, la visión teórica en una más
operativa, la adquisición de datos en la elaboración
de los mismos y la producción de nueva información.
Depende de la legislación educativa la organización, la investigación, la experimentación y el > Johnson D., Johnson R. e Holubec E. (1996),
desarrollo de cada escuela para decidir cómo planificar sus actividades y qué metodología Apprendimento cooperativo in classe,Trento,
de enseñanza adoptar. Pero si el objetivo social es proporcionar a cada individuo las Erickson.
oportunidades básicas de conocimiento para desarrollar habilidades, la enseñanza digital
> Kagan S. (2000), L’apprendimento
aplicada en lugares tecnológicos y de capacitación apropiados se vuelve esencial, ya sea
cooperativo:l’approccio strutturale, Roma, Edizioni
organizada individualmente o para toda la clase grupal o para las comunidades para el “éxito del
Lavoro.
entrenamiento” en diferentes contextos ambientales.Nos encontramos frente a la generación
de pantalla táctil debido al uso táctil de los dispositivos i-tec ya que procesan la información de > Lodrini T. (2002), Didattica costruttivista
forma diferente a las generaciones pre-digitales. Por lo tanto, la escuela digital se convierte en
el cruce de relaciones y lugar de planificación de la enseñanza para promover el aumento de las e ipermedia, F. Angeli, Milano
habilidades básicas de los alumnos para garantizar una formación completa de la personalidad,
la autonomía y el desarrollo de la capacidad reflexiva.
21st Century: Technologies and Educational Innovation: · Which ICT tools that are easy to access and use, free, motivating and
with the option to create attractive visual products can be found on the
· Transformation in the way of understanding teaching > Educational internet?
Innovation in Teaching-Active methodologies [1] · Which of them are being used in Early Childhood Education, Primary
· The evaluation of academic performance is now conceived as a learning Education, Secondary Education, A levels and Higher Education?
strategy [2]
To answer these two questions there has been made:
· Digital technologies provide a great amount and diversity of resources
(1) A thorough review of the Internet network and,
for teaching, learning and evaluation [3, 4]
(2) A survey among professors from, EI, EP, ESO and Baccalaureate
· Students have access to and quickly learn how ICT tools work [5]
(S=537), university students (S=1205) y TRS (Teaching Researcher Staff)
from Catalan public universities (S=105).
OBJECTIVE OF THE STUDY:
Identify the ICT tools most used in education.
RESULTS
· The tools used in the different educational levels are diversified (figure 1).
· At all levels there are cases of use of virtual learning environments (the
most used are payment or own platforms and Moodle).
Las innovaciones tecnológicas que se han multiplicado desde la última En este estudio de casos vemos como el Ministerio de Educación italiano
mitad del siglo hasta la fecha también han irrumpido en la escuela, regula el uso de los teléfonos móviles durante el horario escolar. Sólo está
modificando para mejor, el proceso de enseñanza-aprendizaje, ya no como permitido con fines educativos y está prohibido en el caso de uso personal
un transmisor de conocimiento, sino como un capacitador para futuros y cuando no se comparte con los profesores y compañeros de clase. Será
adultos responsables, libres y capaces de decidir sobre su futuro. Una de cada escuela, a nivel individual, a través de la redacción de las “prácticas
las herramientas tecnológicas de muchos estudiantes, desde la edad de de uso aceptable” (PUA), las que regulen el uso de los dispositivos móviles
8 años aproximadamente, es el teléfono móvil inteligente o Smartphone. en el aula.
El método tiene la intención de observar a los alumnos en dificultad con
El teléfono celular en la escuela ya no está prohibido: solo está permitido
respecto:
con fines educativos:
* El aprendizaje móvil, utilizado para crear mapas conceptuales, dirigido * al mapeo mental, o al conocimiento, de las reglas de composición del
a estudiantes con dificultades, debe permitir: mapa (enlaces asociativos, conexiones transversales y entrelazado de
* mejora en el aprendizaje / almacenamiento de datos; los nodos);
* mejora en la inclusión de la clase; * al conocimiento de la aplicación principal para usar en su teléfono móvil;
* mayor intercambio con profesores y compañeros de clase. * a la creación, de forma autónoma, del mapa conceptual.
A favor del aprendizaje móvil, esta intervención destaca la existencia de relaciones positivas
entre la metodología de mapas conceptuales y el teléfono móvil, e indica las aplicaciones* más
adecuadas para teléfonos inteligentes, que permiten al alumno, de forma autónoma, crear un
mapa conceptual en su teléfono móvil, para compartirlo con el maestro y compañeros de clase,
y también ser capaz de imprimir. Incluso los estudiantes con dificultades o con necesidades
educativas especiales o con discapacidades específicas de aprendizaje (dislexia, disgrafía,
discalculia), pueden ser un defensor de su propio proceso de aprendizaje..
La creación del mapa conceptual, en los smartphone, en estudiantes con dificultades, con
necesidades educativas especiales y con trastornos específicos, permite obtener:
La renovación de la escuela se realiza a través del uso de dispositivos digitales, incluido el > Legge n. 170/2010 “Disturbi specifici
teléfono móvil.Es tarea de la enseñanza, implementada por los maestros en colaboración dell’apprendimento”. Pubblicata in Gazzetta Ufficiale
con la familia entrenar a los alumnos, ciudadanos del mañana, para el uso consciente de los Serie Generale n. 244 del 18/10/2010.
dispositivos, aprovechando su sentido de la responsabilidad; promover el uso crítico y creativo
> Circolare Ministeriale del 20/1/2018. Decalogo
de las tecnologías para la construcción de sus habilidades.
MIUR “Uso del cellulare in classe”.
La efectividad de los mapas conceptuales sobre el aprendizaje significativo se consolida,
> Novak J. D. (2001). L’apprendimento significativo: le
cuando es el alumno mismo quien los crea, para superar las dificultades de organizar y
mappe concettuali per creare e usare le conoscenze.
memorizar contenidos o para tratar mejor con la verificación, el interrogatorio o los exámenes.
Trento: Erickson.