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

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
María José Flores Tena, M.ª del Carmen Ortega Navas, Mª Carmen Sánchez Fuster
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引用次数: 10

Abstract

New technologies are present in our daily lives and education is not exempt from them. In this article we ask ourselves what their role is in the classrooms and, more specifically, in the teaching-learning process. In addition, we ask whether distance education is adequate for the proper development of said process and for the development of student knowledge; as well as if new technologies as a teaching tool are appropriate to the educational paradigm. The global teaching-learning process is limited to the precise moment in which there is an effective transmission of information that originates from a sender (teachers) and reaches a receiver (students). The characteristic communicative act of the teaching-learning pedagogical process allows us to question ourselves about the suitability, the didactic adequacy and the impact of the use of new communication and information technologies in the classroom at the individual and social level. Besides, the strengths and weaknesses of learning about the use of new technologies in the classroom are analyzed.
新技术作为数字时代创新教学策略
新技术出现在我们的日常生活中,教育也不能不受其影响。在这篇文章中,我们问自己他们在课堂上,更具体地说,在教学过程中扮演什么角色。此外,我们还询问远程教育是否足以促进上述过程的适当发展和学生知识的发展;以及作为教学工具的新技术是否适合教育范式。全球教学过程仅限于信息从发送者(教师)有效传输并到达接收者(学生)的精确时刻。教学过程中特有的交际行为使我们能够在个人和社会层面上质疑在课堂上使用新的沟通和信息技术的适宜性、教学的充分性以及影响。此外,还分析了在课堂上学习新技术使用的优势和劣势。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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