3C TIC: Cuadernos de desarrollo aplicados a las TIC最新文献

{"title":"Non-refoulment and age assessment of minors","authors":"K. D. Shaibakova, A. Abdullin","doi":"10.17993/3ctic.2019.83-2.44-57","DOIUrl":"https://doi.org/10.17993/3ctic.2019.83-2.44-57","url":null,"abstract":"","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121512628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interdisciplinarity in studying modern Russian poetry in school","authors":"Alina R. Gaynutdinova, A. Galimullina, A. Skvortsov, Sergey Zinin","doi":"10.17993/3ctic.2019.83-2.274-285","DOIUrl":"https://doi.org/10.17993/3ctic.2019.83-2.274-285","url":null,"abstract":"In the methodology of teaching literature and in school practice, traditionally much attention is paid to the problem of interdisciplinary connections, while the issues of intra-disciplinary interaction of literary material within the school course are not sufficiently developed by methodologists. The presence of this problem is felt especially acute in the study of literature in high school, when students' knowledge is generalized not only at the synchronic, but also diachronic levels. With consistent updating of various levels of artistic communication, the study of the historical and literary course acquires a broad dialogical focus, forming the skills of contextual examination of literary phenomena in students. In this article, we will consider building intra-disciplinary relations in the lessons of studying modern Russian poetry at school. First, various artistic universals (archetypes, mythologems, topos, “eternal” motives) are actualized, which have important methodological significance and allow students to make broad historical and cultural generalizations at the lessons. Holistic comprehension of a work of art in the context of the historical and literary process is determined by the definition of various types of intertext artistic interactions (borrowings, imitations, parodies, reminiscences, citations) reflecting the principle of continuity of literary phenomena. At the same time, it is very important to identify historical and biographical ties, a creative dialogue between contemporary poets and poets of various eras. It can be mentoring, apprenticeship, co-authorship, rivalry, continuity, tradition actualization, “attraction - repulsion” type of relationships, influence, and others.","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123665005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Los usos de la tecnología digital e implicaciones para su escolarización en los estudiantes de secundaria en el Estado de Durango, México","authors":"Miguel Ángel Navarro Rodríguez, Manuel Rocha Fuentes, Cintia Germania García Arámbula","doi":"10.17993/3ctic.2019.83.38-53","DOIUrl":"https://doi.org/10.17993/3ctic.2019.83.38-53","url":null,"abstract":"espanolEsta investigacion es parte de un estudio mas amplio, financiado por el Consejo Nacional de Ciencias y Tecnologia de Mexico (Fomix, Dgo. 2015/1/263099), tiene como objetivo describir los usos que los estudiantes de secundaria hacen de los dispositivos digitales y sus implicaciones en su formacion escolar en las asignaturas de ciencias y tecnologia (Graner, Beranuy, Sanchez, Chamarro, y Castellana, 2007). Se empleo el metodo etnografico, fueron entrevistados 128 estudiantes, utilizandose el software Atlas TI 7.5, las categorias analizadas mostraron el tipo de dispositivo mas usado, el proceso de aprendizaje seguido, el lugar de su uso preferente, (Mut y Morey, 2008; Castano, 2016) y las implicaciones de las tecnologias digitales empleadas por los estudiantes en sus asignaturas de ciencias y tecnologia. EnglishThis research is part of a larger study funded by the National Council of Science and Technology of Mexico (Fomix, CONACYT Dgo. 2015/1/263099). It aims to describe the uses that high school students make of digital devices and its implications for their education in the subjects of science and technology (Graner, Beranuy, Sanchez, Chamarro, & Castellana, 2007). The ethnographic method was used, were interviewed 128 students, the Atlas TI 7.5 software was used, the categories analyzed showed the type most commonly used device, the learning process followed, the place of its preferred use, (Mut & Morey, 2008; Castano, 2016) and the implications of digital technologies used by students in their science and technology subjects.","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131877883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Midiendo el efecto de persuasión del Product Placement en el cine","authors":"Jorge Bernal Peralta, Norma Frisancho Quenta, Andrea Jiménez Veramendi","doi":"10.17993/3ctic.2019.83.70-81","DOIUrl":"https://doi.org/10.17993/3ctic.2019.83.70-81","url":null,"abstract":"espanolEl product placement se caracteriza por innovar en las tecnicas de publicidad al insertarse en formatos que, como en el cine, pueden arrojar resultados positivos para las empresas en cuanto a su difusion y promocion del producto. En relacion a lo anterior, el efecto de persuasion de esta tecnica en las peliculas es un area que aun se encuentra en desarrollo de investigacion, por lo tanto, este articulo se propone medir el efecto de la persuasion en los espectadores mediante 4 items a considerar: i) valoracion de la pelicula, ii) el transporte narrativo, iii) identificacion con los personajes y iv) actitud hacia el product placement. Esta investigacion consistio en una de tipo experimental con una muestra aleatoria (N=91) que es dividida en dos grupos, en donde solo un grupo observa la pelicula con product placement, mientras que el otro no. Posteriormente se les aplico, a todos los participantes, un cuestionario que aborda los 4 aspectos mencionados que fue respondido a traves de la escala Likert. Los resultados mostraron que el product placement tiene un efecto de persuasion, especificamente en la memoria y actitud. EnglishProduct placement is characterized by innovating in advertising techniques when inserted in formats that, as in the cinema, can yield positive results for companies in terms of dissemination and promotion of the product. In relation to the above, the effect of persuasion of this technique in films is an area that is still in development research, therefore, this article aims to measure the effect of persuasion on viewers through 4 items to consider: i) evaluation of the film, ii) the narrative transport, iii) identification with the characters and iv) attitude towards the product placement. This investigation consisted of an experimental type with a random sample (N = 91) that is divided into two groups, where only one group observes the film with product placement, while the other does not. Afterwards, a questionnaire was applied to all the participants that addresses the 4 mentioned aspects that were answered through the Likert scale. The results showed that the product placement has a persuasive effect, specifically in the memory and attitude.","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133815415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gamificación por videojuegos en contextos vulnerables: hallazgos experimentales desde la matemática escolar","authors":"Jhon Holguin-Alvarez, Gloria María Villa Córdova, Susana Oyague Pinedo, Silvia Samame Gamarra","doi":"10.17993/3ctic.2019.83.82-107","DOIUrl":"https://doi.org/10.17993/3ctic.2019.83.82-107","url":null,"abstract":"espanolEl uso de los videojuegos para gamificar clases de matematica, ha llegado a instituciones educativas con condiciones politicas, economicas y sociales adecuadas para el logro formativo; y las ha masificado conduciendo a resultados que se incrementan en organizaciones educativas del sector publico. No obstante, esta realidad es distinta en contextos de vulnerabilidad para escolares, cuyos principales problemas son economicos y sociales. Como respuesta, en esta investigacion propusimos implementar videojuegos para desarrollar la matematica en escuelas publicas de contextos vulnerables, trabajamos tres experimentos estimulares de acuerdo al componente de la matematica en los cuales participaron ninos y ninas: A) segundo (Candy Crush) = 47 (M = 7,8 anos); B) tercero (Asphalt 8 Airborne) = 43 (M = 9,7 anos); y C) cuarto (Plants & Zombies) = 49 (M = 8,8 anos), los componentes desarrollados fueron: A) numeracion, B) razonamiento matematico y C) resolucion de problemas respectivamente, se utilizaron la Evaluacion diagnostica enactiva, iconica y simbolica, Prueba de Precalculo y la Evaluacion diagnostica de la Matematica. En particular notamos en los resultados menores indices de incremento de puntuaciones en numeracion, y mayores en el razonamiento matematico y la resolucion de problemas; aunque en el experimento A encontramos menores indices de mejora, el juego Candy Crush permitio desarrollar la representacion enactiva e iconica en los ninos de segundo grado. El videojuego Asphalt 8 Airborne, viabilizo la reaccion cognitiva del razonamiento ante el uso de insignias y puntuaciones, lo cual permitio que los estudiantes desarrollaran habilidades para mejorar la practica de operaciones matematica. Finalmente, los estudiantes que ejecutaron el juego Plants & Zombies (experimento C) desarrollaron problemas con mayor complejidad luego del experimento, a su vez evidenciaron el desarrollo de metacognicion y flexibilizacion para abordar tareas con alta demanda cognitiva EnglishThe use of video games to gamify math classes has reached educational institutions with adequate political, economic and social conditions for educational achievement; and has massified them leading to results that increase in educational organizations of the public sector. However, this reality is different in contexts of vulnerability for schoolchildren, whose main problems are economic and social. In response, in this research we proposed to implement video games to develop mathematics in public schools of vulnerable contexts, we worked three stimulation experiments according to the mathematics component in which children participated: A) second (Candy Crush) = 47 (M) = 7.8 years); B) third (Asphalt 8 Airborne) = 43 (M = 9.7 years); and C) fourth (Plants & Zombies) = 49 (M = 8.8 years), the developed components were: A) numbering, B) mathematical reasoning and C) problem solving, respectively, the enactive, iconic diagnostic evaluation was used and symbolic, Precalculus Test and t","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114188034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enseñanza-aprendizaje músico-matemático utilizando robótica educativa","authors":"María Francisca Torrejón Marín, N. Ventura-Campos","doi":"10.17993/3ctic.2019.83.12-37","DOIUrl":"https://doi.org/10.17993/3ctic.2019.83.12-37","url":null,"abstract":"espanolEl presente proyecto combina las areas de matematicas y musica a traves de la robotica educativa, proponiendo una metodologia diferente para aprender musica utilizando nuevas tecnologias. En la intervencion se utilizan los robots Bee-Bots, los cuales son unos robots educativos indicados para el trabajo con alumnos/as de 3 a 7 anos. Los Bee-Bots son programados por el alumnado para que se desplacen por unos tableros que hemos creado y adaptado para trabajar los contenidos musicales propuestos. Estos tableros forman parte de una de las innovaciones de este proyecto, ya que se han creado para enlazar y aunar el pensamiento logico-matematico con la ensenanza-aprendizaje musical. Para acercar la robotica a nuestro alumnado se han realizado varias sesiones divididas en 3 fases. Estas son: familiarizacion y manejo de los robots; desplazamiento de los robots por un camino marcado para la resolucion de problemas propuestos; y toma de decisiones del alumnado para el desplazamiento del robot, sin un camino marcado (Diago y Arnau, 2017). Ademas, para facilitar los caminos, se han utilizado las cajas de secuenciacion con las tarjetas de comandos para observar las estrategias utilizadas por el alumnado en la resolucion de problemas, e implementar el metodo Polya (1945). Como conclusiones podemos decir que esta metodologia parece mejorar el aprendizaje de los conceptos musicales trabajados, desarrollar el pensamiento logico-matematico, y aumentar la motivacion de nuestro alumnado. EnglishThe present project combines the areas of mathematics and music through educational robotics, proposing a different methodology to learn music using new technologies. Bee-Bots robots are used in the intervention, which are educational robots indicated for working with students from 3 to 7 years old. The Bee-Bots are programmed by the students to move through some boards that we have created and adapted to work on the proposed musical contents. These boards are part of one of the innovations of this project, since they have been created to link and combine logical-mathematical thinking with musical teaching-learning. To bring robotics closer to our students, several sessions have been divided into 3 phases. These are: familiarization and management of the robots; displacement of the robots along a marked path for the resolution of proposed problems; and student decision-making for the robot’s displacement, without a marked path (Diago & Arnau, 2017). In addition, to facilitate the roads, the sequencing boxes with the command cards have been used to observe the strategies used by the students in the resolution of problems, and to implement the Polya method (1945). As conclusions we can say that this methodology seems to improve the learning of the musical concepts studied, develop the logical-mathematical thinking, and increase the motivation of our students.","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123219324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiencias y reflexiones tras el desarrollo del MOOC “Sistemas Coloidales, del laboratorio a la cocina”","authors":"Juan Carlos López-Robles, Xavier Fernández Hospital, Mª del Carmen Hernández Puga, Belén Orgaz Martín","doi":"10.17993/3ctic.2019.83.54-69","DOIUrl":"https://doi.org/10.17993/3ctic.2019.83.54-69","url":null,"abstract":"espanolEn un mundo globalizado, las Universidades y los Centros de Educacion Superior de Postgrado buscan estrategias que les permiten publicitar su oferta docente mas alla de sus fronteras nacionales. Una de estas estrategias es la elaboracion de cursos MOOC (Massive Open Online Course), cuya filosofia persigue llegar a un publico lo mas amplio posible, incluyendo aquel que tradicionalmente tendria mas dificultades para acceder a la formacion de nivel superior. En el presente trabajo, se describen las experiencias y reflexiones recopiladas por el equipo docente del MOOC “Sistemas Coloidales: del laboratorio a la cocina” (ofertado por la Universidad Complutense de Madrid, UCM), tras su primera edicion en la plataforma Miriada X. Para ello, los datos recogidos a traves de una encuesta de satisfaccion elaborada por los docentes ad hoc y obligatoria al finalizar el curso, junto con los proporcionados por la plataforma, se analizaron a traves de una matriz DAFO. Globalmente, la valoracion del curso resulto ser muy positiva entre los encuestados. Se observo sin embargo un aumento de la tasa de abandono que coincidia con aquellos modulos que incluian actividades de revision por pares (P2P). Asimismo, la utilizacion del espanol como lengua vehicular limito su expansion mas alla de Espana y Latinoamerica. Entre las fortalezas del curso, los encuestados destacaron el caracter multidisciplinar el equipo docente, los conocimientos en entornos virtuales y el material audiovisual proporcionado por la UCM. La inclusion de un enlace a un grupo de Facebook en el MOOC, fomento la participacion de los alumnos y su interaccion. Asi, las redes sociales podrian dar un valor anadido a la difusion y exito de estos cursos. Todos estos aspectos deberan tenerse en cuenta de cara a implementar futuras ediciones de este y otros cursos MOOC. EnglishIn a globalized world, Universities and Higher Education Postgraduate Centers seek strategies for publicizing their teaching offer beyond their frontiers. One of these is to develop MOOC (Massive Open Online Course), which philosophy is spreading education all over the world. Moreover, this provides access to higher education training even to people that traditionally would have difficulties, whether financial or cultural. The present work describes the experiences and reflections collected by the teaching team of the MOOC “Colloidal Systems: from the laboratory to the kitchen” after its first edition. It was offered by the Complutense University of Madrid (UCM) on the Miriada X platform. In order to gather information, students had to fill a mandatory satisfaction survey at the end of the course. Teachers´ survey results together with data provided by the platform were analyzed through a SWOT matrix. Overall, the evaluation of the course turned out to be very positive. However, an increase in the dropout rate was observed in those modules with peer to peer (P2P) activities, showing a strong relationship between these two events. ","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124473862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La integración tecnológica en el aula, significaciones desde estudiantes de educación secundaria","authors":"Miguel Ángel Navarro Rodríguez, Arturo Guzmán Arredondo, Noel Silvestre García Arámbula","doi":"10.17993/3CTIC.2019.82.70-83","DOIUrl":"https://doi.org/10.17993/3CTIC.2019.82.70-83","url":null,"abstract":"espanolEsta investigacion, la cual es parte de un proyecto mas amplio (Fomix, Dgo. 2015/1/263099), tuvo como objetivo, destacar las significaciones y atribuciones que los estudiantes de secundaria establecen con relacion a la integracion tecnologica en el aula y los procesos de aprendizaje facilitados por dicha tecnologia (Pantoja y Huertas, 2010). Desde un planteamiento etnografico, se entrevisto a 128 estudiantes, utilizandose el software Atlas TI 7.5. Los resultados muestran una percepcion diagnostica de la integracion de la tecnologia en el aula, en tres niveles: aprendizaje movil y medios tradicionales, (Figueredo, 2012) aprendizaje movil y tecnologias audiovisuales y tecnologias audiovisuales y medios tradicionales (Martinez y Heredia, 2010). EnglishThis research is part of a larger project (Fomix, Dgo. 2015/1/263099), aimed, highlight the meanings and attributions high school students set regarding technology integration in the classroom and processes learning intermediated by the technology (Pantoja y Huertas, 2010). From an ethnographic approach, we interviewed 128 students, using the Atlas TI 7.5 software, the results showed a diagnostic perception of technology integration in the classroom, on three levels: mobile learning and traditional media, (Figueredo, 2012) mobile learning and audiovisual technologies, and audiovisual technologies and traditional media (Martinez y Heredia, 2010).","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125488920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aprendizaje móvil y aprendizaje combinado en la asignatura de AICLE en los Grados de Educación Primaria y Educación Infantil","authors":"Javier Fernández Molina, María Felicidad Tabuenca Cuevas","doi":"10.17993/3CTIC.2019.82.84-101","DOIUrl":"https://doi.org/10.17993/3CTIC.2019.82.84-101","url":null,"abstract":"Este trabajo presenta un estudio realizado en la Universidad de Alicante con alumnos de tercer y cuarto ano del Grado de Maestro en Educacion Infantil y Primaria. Conforme a la politica de educacion plurilingue de la Comunidad Valenciana los estudiantes de los grados de educacion pueden cursar una asignatura de Aprendizaje Integrado de Contenido y Lenguas (AICLE). En 2018 a estos estudiantes se les invito a participar en una experiencia del uso del aprendizaje movil y del aprendizaje combinado prestando atencion al desarrollo cognitivo como parte del modelo de las 4 ces (Coyle, 2007), de la metodologia AICLE. En total, dieciseis actividades basadas en tareas disenadas por Wilden (2017), Dudley y Osvath (2016) y Kryszewska y Campbell (1992) fueron seleccionadas y adaptadas para que los estudiantes las realizaran de forma individual, en parejas y en grupos. Con el fin de promover debates y discusiones en clase, fue necesario incorporar herramientas TICS y entornos de aprendizaje virtuales. Un total de 148 alumnos, pertenecientes a tres grupos, realizaron actividades moviles y actividades combinadas dos veces por semana durante un periodo de dos meses. Los estudiantes utilizaron principalmente sus propios dispositivos, incluyendo telefonos moviles, tabletas, ordenadores portatiles. Las actividades se centraron en tareas especificas que como futuros docentes habran de desarrollar profesionalmente, requiriendo capacidades mentales de orden superior como crear, analizar y evaluar. El aprendizaje movil y combinado proporciono el marco necesario para el desarrollo de las actividades y objetivos de la experiencia.","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"415 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117303623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Materiales Didácticos Digitales: un recurso innovador en la docencia del siglo XXI","authors":"Carolina Real Torres","doi":"10.17993/3CTIC.2019.82.12-27","DOIUrl":"https://doi.org/10.17993/3CTIC.2019.82.12-27","url":null,"abstract":"espanolEl imparable progreso tecnologico que sacude nuestra sociedad ha llegado a las aulas academicas y, con el, el desarrollo de nuevos metodos de ensenanza. El avance de las TIC ha modificado la forma de elaborar, adquirir y transmitir conocimientos, promoviendo el uso de herramientas innovadoras para el aprendizaje. Dentro del amplio abanico de las nuevas posibilidades educativas que nos brindan estas herramientas, los materiales didacticos digitales de acceso abierto adquieren una importancia vital como fuente de informacion y eje del desarrollo de nuevos metodos pedagogicos. En este sentido, el proposito de este trabajo es presentar un modelo de integracion de MDD (Material Didactico Digital), destacando los usos didacticos posibles que ofrecen estos recursos, y promover su diseno como estrategia dinamica para el trabajo autonomo, motivacion y mejora del rendimiento academico del alumnado. EnglishThe unstoppable technological progress that shakes our society has reached the academic classrooms and, with it, the development of new teaching methods. The advance of ICT has modified the way of elaborating, acquiring and transmitting knowledge, promoting the use of innovative tools for learning. Within the wide range of new educational possibilities offered by these tools, open access didactic materials in digital format acquire vital importance as a source of information and as the axis for the development of new pedagogical methods. In this sense, the purpose of this paper is to present a model of integration of MDD (Digital Didactic Materials), highlighting the possible didactic uses offered by these resources, and promote its design as a dynamic strategy for selfemployment, motivation and performance improvement student’s academic.","PeriodicalId":237333,"journal":{"name":"3C TIC: Cuadernos de desarrollo aplicados a las TIC","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126698507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}