Application of web 2.0 tools in the pedagogical process of Mathematics: Case study with Basic Education students
DOI:
https://doi.org/10.47187/perspectivas.vol1iss1.pp6-15.2019Keywords:
Information and Communication Technologies ICT, SDI Methodology, Web 2.0 Tools, Pedagogical Process, LearningAbstract
This work was focused on the study of Web 2.0 Open Source tools by using the methodology design: Selection, Design and Implementation (SDI) for the pedagogical development of the Mathematics teaching for eighth-grade students of basic education. The most suitable tools applied in the educational and pedagogical development were determined. The research was conducted in two scenarios: the first one, by only using a traditional learning with teacher guidance in the classroom; and the second one, by using Web 2.0 tools as a didactic and pedagogical resource for the reinforcement of guided knowledge. As a result of this analysis, it was determined that the Moodle platform was the most suitable tool for this school environment, combining with several web 2.0 tools such as Edmodo, Edpuzzle, and exercise simulators. Through them, an improvement was achieved in the assimilation of knowledge, application of experiences, and intellectual development of students.
Métricas
References
E. Hirshman, “Technology: Reshaping Economy and Educational Goals,” Educ. Rev., vol. 2, no. January/February, pp. 8–9, 2016.
L. Atzori, A. Iera, and G. Morabito, “The internet of things: A survey,” Comput. Networks, vol. 54, no. 15, pp. 2787–2805, 2010.
V. Uskov, A. Pandey, J. P. Bakken, and V. S. Margapuri, “Smart engineering education: The ontology of Internet-of-Things applications,” in 2016 IEEE Global Engineering Education Conference (EDUCON), 2016, pp. 476–481.
Y. Yang and K. Yu, “Construction of Distance Education Classroom in Architecture Specialty Based on Internet of Things Technology,” Int. J. Emerg. Technol. Learn., vol. 11, no. 5, pp. 56–61, 2016.
E. O. Adu and G. Galloway, “Information and Communication Technologies ( ICT ) and Teacher Education Preparation in South Africa : Implications for 21 st Century Classroom-based Practice,” vol. 6, no. 2, pp. 242–247, 2015.
P. Forcheri and M. T. Molfino, “ICT as a tool for learning to learn,” 2000.
Y. Bai, D. Mo, L. Zhang, M. Boswell, and S. Rozelle, “The Impact of Integrating ICT with Teaching: Evidence from a Randomized Controlled Trial in Rural Schools in China,” Comput. Educ., 2016.
L. Vaca-Cárdenas and R. McHaney, “Business Teachers’ ICT Skills and Uses in an IoT Classroom,” J. Educ. Learn., vol. 11, no. 4, pp. 394–403, Nov. 2017.
S. Hubackova and B. F. Klimova, “Integration of ICT in Lifelong Education,” Procedia - Soc. Behav. Sci., vol. 116, pp. 3593–3597, 2014.
K. Vajargah, S. Jhani, and N. Azadmanesh, “Application of ICTS in Teaching and Learning at University Level: The Case of Shahid Beheshti University,” Turkish Online J. Educ. Technol., vol. 9, no. 2, pp. 33–39, 2010.
Y. Rojas, “La Importancia de las Herramientas Web 2.0 en la Educación,” prezi.com, May-2011. .
R. McHaney, The new digital shoreline: How web 2.0 and millennials are revolutionizing higher education. Herndon, USA: Stylus Publishing, 2011.
R. E. Liz, “Blended-Learning Afectivo Y Las Herramientas Interactivas De La Web 3 . 0 :,” vol. I, 2014.
F. Grimon, J. Meza, M. Vaca-Cardenas, and J. M. Monguet, “Research and trends in the studies of collective intelligence from 2012 to 2015,” Lect. Notes Inst. Comput. Sci. Soc. Telecommun. Eng. LNICST, vol. 180, no. 1, pp. 181–187, 2017.
D. Avila-Pesantez, L. Vaca-Cardenas, L. A. Rivera, L. Zuniga, and L. Miriam Avila, “ATHYNOS: Helping Children with Dyspraxia Through an Augmented Reality Serious Game,” in 2018 International Conference on eDemocracy & eGovernment (ICEDEG), 2018, pp. 286–290.
L. Vaca Cárdenas, D. Olmedo Vizueta, A. Tavernise, L. Gabriele, F. Bertacchini, P. Pantano, and E. Bilotta, “Darwin has come back to the Galápagos islands: an educational journey to discover biological evolution.,” in EDULEARN14 Proceedings, 2014, pp. 6088–6095.
S. Cabrera, “Herramientas web.” .
R. Grangel, C. Campos, C. Rebollo, I. Remolar, and S. Palomero, “Metodología para seleccionar tecnologías Web 2.0 para la docencia,” 2012.
R. Calderón, “¿Qué son los procesos pedagógicos ? |Intel Engage,” ¿Qué son los procesos pedagógicos?, Oct-2012. .
M. Prensky, “Digital Immigrants, Digital Natives,” Horiz. , vol. 9, no. 5, pp. 1–6, 2001.
R. Rikhye, S. Cook, and Z. L. Berge, “Digital natives vs. digital immigrants: Myth or reality,” Int. J. Instr. Technol. Distance Learn., vol. 6, no. 2, pp. 3–10, 2009.
J. Palfrey and Gasser Urs, Born Digital, Basic Book. New York, 2008.
L. Vaca-Cárdenas, F. Bertacchini, A. Tavernise, L. Gabriele, A. Valenti, D. Olmedo, P. Pantano, and E. Bilotta, “Coding with Scratch: The design of an educational setting for Elementary pre-service teachers,” in Interactive Collaborative Learning (ICL), 2015 International Conference on, 2015, pp. 1171–1177.
G. Vossen and S. Hagemann, Unleashing Web 2.0: From Concepts to Creativity. Elsevier, 2010., 2010.
S. M. Hernández Arteaga, I., Alvarado Pérez, J. C., & Luna, “Creatividad e innovación: competencias genéricas o transversales en la formación profesional,” Rev. Virtual Univ. Católica del Norte, vol. 44, pp. 135–151, 2015.
K. Goeman, J. Elen, B. Pynoo, and J. van Braak, “Time for action! ICT integration in formal education: Key findings from a region-wide follow-up monitor,” TechTrends, vol. 59, no. 5, pp. 1–32, 2015.
V. I. Marín, O. Zawacki-Richter, A. P. Garcías, and J. Salinas, “Tendencias en el ámbito de la Tecnología Educativa en Iberoamérica: 20 años de la revista Edutec.,” Edutec. Rev. Electrónica Tecnol. Educ., p. 357, 2017.
A. E. Vaquerizo García, M. B., Renedo Mena and V. García., “Aprendizaje colaborativo en grupo: Herramientas Web 2.0,” in Jornadas de Enseñanza Universitaria de la Informática, 2009.
E. H. Gómez and F. M. Vidal, “Estrategias de aprendizaje basadas en entornos virtuales en educación secundaria.,” Rev. científica electrónica Educ. y Comun. en la Soc. del Conoc., vol. 15, 2015.
P. Yanez, “El proceso de aprendizaje: fases y elementos fundamentales.,” Revista San Gregorio, pp. 70–81, 2016.
Cela, K., W. Fuentes, C. Alonso, and F. Sánchez, “Evaluación de herramientas web 2.0, estilos de aprendizaje y su aplicación en el ámbito educativo.,” J. Learn. Styles, vol. 3, 2010.
V. Cuadrado and J. Carballo, “Análisis de las aportaciones de los blogs educativos al logro de la competencia digital.,” Rev. Investig. en Educ., pp. 83–90, 2010.
A. Fumero, G. Roca, and F. Sáez Vacas, Web 2.0, 12th ed. Fundación Orange Madrid, 2007.
J. G. Guerra, “Web 2.0 presente y futuro de las aplicaciones,” Perspect. s, vol. 60–64, no. 4, 2017.
E. S. Hung and C. A. Calderón, “Los cibermedios en América Latina y la Web 2.0,” Comun. Rev. científica Iberoam. Comun. y Educ., pp. 125–131, 2011.
R. Rodríguez-Martínez, L. Codina, and R. Pedraza-Jiménez, “Indicadores para la evaluación de la calidad en cibermedios: análisis de la interacción y de la adopción de la Web 2.0,” Rev. española Doc. científica, no. 35, pp. 61–93, 2012.
C. F. M. Tamayo, “Plataformas virtuales como recurso para la enseñanza en la universidad: análisis, evaluación y propuesta de integración de moodle con herramientas de la web 2.0,” Universidad Complutense de Madrid, 2012.
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Carmen Carrillo Lopéz, Monica Vaca Cárdenas, Miriam Ávila Pesántez, Leticia Vaca Cárdenas, Diego Ávila Pesántez
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The authors of the manuscripts will retain their copyright on their articles published in Pespectivas Journal. These rights allow the authors to present their manuscripts in public, prepare derivative works, reproduce them physically by printing and distribute them on their social or research networks. These rights will remain unchanged as long as the authors respect the publication and free access policy of Perspectivas Journal.
Publication Rights
Perspectivas Journal reserves all first publication rights on each of the articles that the authors have sent to its review and publication process. It implies that authors will only exercise their copyright if they state the source and origin of the publication correctly, mainly when they distribute, share, present, or use their articles' total or partial content.
