RELATEC: Latin American Journal of Educational Technology最新文献

{"title":"Dimensiones en las que fundamentar la formación investigadora en Tecnología Educativa","authors":"J. D. Pablos-Pons, Pilar Colás-Bravo, Teresa González-Ramírez, Jesús Conde-Jiménez","doi":"10.17398/1695-288X.14.1.57","DOIUrl":"https://doi.org/10.17398/1695-288X.14.1.57","url":null,"abstract":"En esta aportacion se visibilizan los conocimientos y aprendizajes que deben conformar la Formacion Investigadora en Tecnologia Educativa, derivados de tres modelos formativos teoricos: tecnico, personalista y cultural. Se aporta tambien un modelo teorico, validado empiricamente, para explicar los procesos internos que subyacen en  la formacion investigadora en Tecnologia Educativa. Los procesos de formacion investigadora se ilustran en base a historias de vida de investigadores que conforman un grupo de investigacion consolidado en Tecnologia Educativa. Se concluye expresando la necesidad de profundizar y avanzar en el conocimiento pedagogico de la formacion investigadora. Abstract In this contribution, knowledge and learning that should shape the Research Training in Educational Technology become visible. This knowledge and learning derive from three theoretical training models: technical, personalistic and cultural. A theoretical model, which has been validated empirically, to explain the internal processes that underlie Research Training in Educational Technology is also provided. Research Training processes are illustrated based on the life stories of researchers who make up a research group in Educational Technology. It concludes by highlighting the need to advance and deepen the pedagogical knowledge that forms the Research Training.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128549295","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 formación universitaria en Tecnología Educativa: introducción al número especial / Higher Education and Educational Technology: Introduction to the special issue","authors":"Jesús Valverde-Berrocoso","doi":"10.17398/1695-288X.14.1.11","DOIUrl":"https://doi.org/10.17398/1695-288X.14.1.11","url":null,"abstract":"La reunion que todos los anos convoca a docentes e investigadores en las Jornadas Universitarias de Tecnologia Educativa (JUTE) se ha convertido en un espacio inmejorable para el debate, el contraste de ideas, la divulgacion de resultados de investigacion y la reflexion profunda sobre la Educacion Digital, un concepto y una disciplina que no se limita al estudio de los medios sino que, mediante la innovacion didactica, pretende aportar teorias y practicas que contribuyan a una transformacion global de los entornos de ensenanza-aprendizaje. Los diferentes articulos que componen este monografico especial de RELATEC nos permiten orientar nuestra mirada hacia los problemas fundamentales que los diferentes expertos desvelan acerca del fenomeno de la formacion universitaria en Tecnologia Educativa. Las claves ofrecidas en este numero merecen una lectura pausada y comprensiva que nos permita seguir avanzando, generando nuevos enfoques y aplicando practicas innovadoras, que redunden en un cambio radical de nuestros sistemas educativos. No debemos olvidar que la tecnologia «no es solo la cosa , sino la cosa y las pautas de uso con que se la aplica, la forma en que la gente piensa y habla sobre ella, asi como los problemas y expectativas cambiantes que genera» (Burbules & Callister, 2001, p. 23, cursiva de los autores).","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130521283","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":"Formación del Profesorado, Tecnología Educativa e Identidad Docente Digital","authors":"José Miguel Correa Gorospe, Lorea Fernández Olaskoaga, Aingeru Gutiérrez-Cabello Barragán, D. Iglesias, Begoña Ochoa­Aizpurua Aguirre","doi":"10.17398/1695-288X.14.1.45","DOIUrl":"https://doi.org/10.17398/1695-288X.14.1.45","url":null,"abstract":"La perspectiva de la identidad docente digital es una oportunidad para repensar la influencia de la postmodernidad sobre la Escuela, el curriculum y los docentes. Basandonos en Bauman, Wenger o Gergen hemos definido la identidad digital docente, como un proceso dinamico y permanente que implica dotar de sentido y reinterpretar las propias creencias, valores y experiencias docentes a la luz de los nuevos contextos y marcos de relaciones en la sociedad contemporanea caracterizada por la digitalizacion de la experiencia humana. En este articulos hemos relacionado la identidad digital docente con los cambios acaecidos en la sociedad contemporanea, las concepciones del conocimiento, la escuela o la autoridad curricular. Reivindicamos un enfoque de la tecnologia educativa critica basada en la emancipacion y convivencialidad, que incorpore la reflexion sobre como nos configuramos a partir de las experiencias digitales y de la cultura visual. Terminamos este articulo reinvindicando la pedagogia narrativa como estrategia de biografizacion de la experiencia digital docente. Abstract The prospect of digital teaching identity is an opportunity to rethink the influence of postmodernism on the school, the curriculum and teachers. Based on Bauman, Wenger or Gergen we have defined the teaching digital identity, as a dynamic and ongoing process that involves making sense and reinterpret the beliefs, values and educational experiences in light of new contexts and frames of relationships in contemporary society characterized by scanning the human experience. In this articles we teaching digital identity associated with the changes in contemporary society, conceptions of knowledge, the school curriculum authority. We demand an approach of educational technology criticism based on emancipation and conviviality, to incorporate the reflection on how we configure from the digital experiences and visual culture. This article claiming ended narrative strategy biographization pedagogy as digital teaching experience","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129039928","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 Entornos Personales de Aprendizaje (PLE). Una experiencia de aprendizaje informal en la formación inicial del profesorado The Personal Learning Environments (PLE). An informal learning experience in initial teacher training","authors":"Prudencia Gutiérrez-Esteban, María Teresa Becerra Traver","doi":"10.17398/1695-288X.13.2.49","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.49","url":null,"abstract":"Palabras clave: Entornos virtuales, Aprendizaje, Formacion del Profesorado, Competencia digital, Innovacion Educativa A b s t r a c t","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"51-52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133930457","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":"Diseño de un entorno 3D para el desarrollo de la competencia digital docente en estudiantes universitarios: usabilidad, adecuación y percepción de utilidad / Design of 3D environment to develop pre-service teachers' digital competence","authors":"Francesc Marc Esteve Mon, J. Segura, M. Cervera","doi":"10.17398/1695-288X.13.2.35","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.35","url":null,"abstract":"Una de las condiciones esenciales para el desarrollo de la competencia digital docente de los futuros docentes es proporcionarles situaciones de aprendizaje que permitan ejercitar tales habilidades, conocimientos y actitudes en contextos similares a su futura realidad profesional. Los entornos virtuales 3D, altamente inmersivos e interactivos, son una tecnologia prometedora para simular escenarios reales y ofrecer dichas oportunidades de aprendizaje. El objetivo de esta investigacion es presentar el diseno de un entorno 3D para el desarrollo de la competencia digital docente, centrado en el analisis de: (1) la usabilidad tecnologica y grafica; (2) la adecuacion del contenido de las actividades; y (3) la practicidad y utilidad pedagogica del entorno. Para ello, siguiendo la metodologia de investigacion para el diseno, se llevo a cabo un proceso de validacion con distintos grupos de informantes clave: expertos en tecnologia, docentes relacionados con la tecnologia educativa y estudiantes de los grados de educacion, a los que, ademas, se les administro un cuestionario de percepcion de la utilidad pedagogica (Code et al. 2013). Los resultados muestran que a nivel tecnologico el entorno funciono de manera fluida, aunque los graficos resultaron limitados. A nivel didactico, las actividades propuestas fueron adecuadas, realistas y actuales, y, a pesar de la complejidad inicial en el control de los avatares, destaca la alta motivacion de los estudiantes debido a la similitud del entorno con su futura practica profesional. La principal conclusion es que los entornos 3D son escenarios viables para el desarrollo actividades didacticas que favorezcan la adquisicion de la competencia digital docente. Abstract One of the most important conditions for the development of pre-service teachers' digital competence is to provide them with learning experiences to put in action such skills, knowledge and attitudes in similar contexts to their future professional reality. 3D virtual environments are an immersive and interactive promising technology that allow to simulate real scenarios and provide these learning opportunities. The aim of this reserach is to show the design of a 3D environment for the development of teachers' digital competence, focusing to the analysis of: (1) technical and graphical usability; (2) content adequacy of the activities; and (3) practicity and pedagogical usability of the environment. For this purpose, following design-based research method, we conducted a validity process with different key informants groups: technology experts, teachers related to educational technology, and students-teachers who also answered a pedagogical usability questionnaire (Code et al., 2013). From a technological view, the results show that the environment worked fluently, but the graphics were limited. From a educational point of view, the activities were appropriate, realistic and current. the activities were appropriate, realistic and current. Despite the ini","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126352234","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":"Xbox360-Kinect: herramienta tecnológica aplicada para el desarrollo de habilidades matemáticas básicas, en alumnos de segundo grado de educación básica / XBox360-Kinect: Applying a technology-based approach to support the development of basic math skills","authors":"Sandra Martínez, Yolanda Heredia Escorza, Bertha Yvonne Cannon Díaz","doi":"10.17398/1695-288X.13.2.103","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.103","url":null,"abstract":"Este articulo comparte los resultados de una investigacion que exploro el uso de la consola de juego Xbox360-Kinect y del videojuego Body and Brain Connection en un entorno educativo en Mexico para fomentar el desarrollo de las habilidades de suma y resta en alumnos de 2o grado. La investigacion siguio un enfoque cuantitativo con un diseno cuasi experimental, en el que los participantes en el grupo experimental recibieron un tratamiento que consistio en cuatro distintas modalidades de juego del videojuego Body and Brain Connection para la consola de juego Xbox360-Kinect ; en contraste, el grupo de control no fue expuesto al videojuego. El impacto del tratamiento experimental sobre las habilidades basicas de los alumnos se valoro mediante la aplicacion de las sub-pruebas de suma y resta de la prueba Comprehensive Mathematical Abilities Test (CMAT). Los datos recolectados mostraron un impacto positivo, en diferente magnitud y grado, a la luz del genero de los participantes como variable de analisis. Ademas, los alumnos con los menores puntajes en los pre-tests de suma y resta resultaron ser los mas beneficiados por el tratamiento experimental. Se concluye que el uso de esta tecnologia educativa promueve el desarrollo de las habilidades de suma y resta, constituyendose como una herramienta formativa, activa, innovadora y significativa para la mejora de las habilidades matematicas basicas de los alumnos. Abstract This article shares the findings of a study that explored the use of the Xbox360-Kinect game console and the Body and Brain Connection videogame in an educational setting in Mexico to support 2nd grade students in the development of addition and subtraction skills. The study followed a quantitative approach with a quasi- experimental design where participants in the experimental group received a treatment consisting in four different play modalities of the Body and Brain Connection videogame for the Xbox360-Kinect game console; the control group, in contrast, was not exposed to the videogame. Impact of the experimental treatment on basic math skills was measured through the addition and subtraction subtests in the Comprehensive Mathematical Abilities Test (CMAT). Data collected shows a positive impact, in different magnitude and extent, when the participants’ gender is used as an analysis variable. Furthermore, students with the lowest scores in the addition and subtraction pre-tests benefited the most from the treatment. Overall, it is concluded that the use of this educational technology supports the development of addition and subtraction skills, representing a formative, active, innovative, and meaningful tool that allows students improve their basic math skills.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121936421","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":"Las políticas educativas TIC en España después del Programa Escuela 2.0: las tendencias que emergen","authors":"M. Moreira, C. Cano, José Miguel Correa Gorospe, María Esther Zaratiegui Pérez, Juan de Pablos Pons, Joaquín Paredes Labra, J. P. Chacón, A. Mesa, Á. Alonso, Jesús Valverde Berrocoso","doi":"10.17398/1695-288X.13.2.11","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.11","url":null,"abstract":"En este articulo se analiza la situacion actual de las politicas educativas destinadas a la incorporacion de las TIC a las escuelas en una muestra de ocho comunidades autonomas de Espana (Andalucia, Canarias, Cataluna, Extremadura, Madrid, Pais Valenciano, Pais Vasco y Principado de Asturias) despues del proceso impulsado por el Programa Escuela 2.0. Este programa estuvo vigente durante el periodo 2009-2012 y respondio al modelo 1:1, de un ordenador por estudiante. Este analisis se guio por las siguientes cuestiones: ?Que efectos permanecen de las experiencias de politicas educativas del modelo 1:1?; ?Que nuevos proyectos o programas estan vigentes en los sistemas educativos de las comunidades autonomas? ?Que nuevas tendencias con relacion a las TIC estan emergiendo en la agenda educativa de las politicas autonomicas? Se concluye que las nuevas politicas TIC, entre otras acciones, apuntan a centrar su atencion en la incorporacion de las PDI a todas las aulas, a la dotacion de tabletas a los estudiantes en vez de miniportatiles, a politicas de sustitucion de los libros de texto de papel por plataformas de contenidos digitales y a la creacion de portales de recursos en la nube. Se constata tambien la ausencia de un programa o politica educativa TIC coordinada a nivel de todo el estado como fue la experiencia del Programa Escuela 2.0. Abstract In this article the current situation of educational policies for the incorporation of ICT in schools in a sample of eight regions of Spain (Andalusia, Canary Islands, Catalonia, Extremadura, Madrid, Valencia, the Basque Country and the Principality of analyzes Asturias) after the process driven by the Escuela 2.0 program. This program was in effect during the period 2009-2012 and responded to the 1:1 model of a computer per student. This analysis was guided by the following questions: What effects remain from the experiences of educational policies of the 1:1 model?; What new projects or programs are in place in the educational systems of the regions? What new trends in relation to ICT are emerging in the educational agenda of regional policies? We conclude that the new ICT policy, among other things, aim to focus on the integration of IDPs to all classrooms to equipping students tablets instead of netbooks, a substitution policies textbooks paper for digital content platforms, to create portals of cloud resources. The absence of an educational program or policy level ICT coordinated statewide as was the experience of School Program 2.0 has been observed.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122863345","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":"Identificação de Perfis de Evasão e Mau Desempenho para Geração de Alertas num Contexto de Educação a Distância Identifying Evasion and Poor Performance Profiles for the Generation of Alerts in a Distance Learning Context","authors":"Adriana Justin Cerveira Kampff, Vinicius H. Ferreira, E. Reategui, José Valdeni de Lima","doi":"10.17398/1695-288X.13.2.61","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.61","url":null,"abstract":"Este artigo apresenta um estudo sobre o emprego de um sistema que utiliza tecnicas de mineracao de dados para identificar perfis de evasao e mau desempenho de alunos em um contexto de educacao a distância, com o objetivo de alertar professores sobre a situacao destes estudantes. Os alertas dao suporte a atuacao do professor no acompanhamento dos processos de aprendizagem, com o monitoramento de perfis de alunos e de eventos no ambiente, notificando o professor sobre grupos de alunos que compartilham necessidades especificas. Os resultados de experimentos envolvendo 1780 alunos permitiram concluir que o sistema de alerta proposto pode contribuir com o aumento dos indices de aprovacao e reducao dos indices de evasao de disciplinas na modalidade a distância. Durante a pesquisa, tambem foi possivel observar que o sistema de alertas contribuiu de maneira significativa na gestao do ambiente virtual de aprendizagem. Muitas das praticas docentes para engajamento dos alunos em seus estudos, bem como de resgate dos estudantes em processo de evasao, foram realizadas a partir do encaminhamento de mensagens aos alunos. A pesquisa mostrou ainda um alto nivel de satisfacao dos estudantes com relacao a estrutura do curso e dialogo/comunicacao com o professor. Tambem foram positivos os resultados quanto a percepcao dos estudantes com relacao a sua autonomia na realizacao das atividades do curso. Abstract This article presents a study about the use of a system that employs data mining techniques to identify student evasion and poor performance profiles in a distance learning context, with the goal to alert teachers about the situation of these students. The alert system supports the role of the teacher in monitoring the learning process, keeping track of events and notifying teachers about groups of students who share specific needs. Experimental results involving 1780 students showed that the proposed alert system contributed to increase approval rates and reduce dropout rates in distance learning courses. It was also possible to observe that the alert system contributed significantly to the management of the virtual learning environment. Many of the teaching practices to engage students in their studies and rescue them from evading were based on email message exchanges. The research also showed a high level of student satisfaction regarding the course structure and their  communication with the teachers. Results were also positive regarding the perception of students with respect to their autonomy in carrying out course activities.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133059275","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 competencia digital en la formación de los futuros maestros: percepciones de los alumnos de los Grados de Maestro de la Facultad de Educación de Albacete / Digital skill in would-be teachers: perceptions from the Teacher Training Degree students","authors":"R. Gutiérrez, M. Colmenero","doi":"10.17398/1695-288X.13.2.119","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.119","url":null,"abstract":"El articulo lleva a cabo un analisis de las actitudes y percepciones que muestran hacia la competencia digital los alumnos de 4 o curso de los Grados de Maestro en Educacion Infantil y de Maestro en Educacion Primaria de la Facultad de Educacion de Albacete. El trabajo tiene una vocacion aplicada, en la medida en que, desde la plena consciencia del rol crecientemente influyente que las nuevas tecnologias desempenan en el ambito educativo, trata de percibir el punto de vista de las personas llamadas a ejercer la profesion docente respecto al uso, valoracion y conocimiento de aquellos medios tecnologicos que, de alguna manera, son susceptibles de ser utilizados en el aula. De esta forma, los objetivos se orientan a aportar evidencias que nos permitan conocer de una manera precisa las perspectivas, opiniones y actitudes que muestran hacia las TIC los alumnos que se encuentran muy cerca de concluir sus estudios de Grado de Maestro. Especificamente, se abordan los aspectos referentes a su percepcion acerca de su formacion inicial en la competencia digital. Como consecuencia, se deduce una valoracion de la praxis docente orientada a la formacion de los futuros docentes en este campo, en la que se perciben carencias que deben ser solventadas para cubrir adecuadamente la preparacion necesaria para un maestro en la sociedad de la informacion. Abstract The article carries out an analysis of the attitudes and perceptions that 4th Year students in Pre-school and Primary Teacher Training Education (Faculty of Education of Albacete) show towards digital skill. The research has an applied approach. Being fully conscious of the increasingly influential role of new technologies in education, it aims to perceive the viewpoint of the future teachers in relation to use, assessment and knowledge of those technological means apt to be used in the classroom. Objectives are focused on providing evidences that let us know the would-be teachers’ perspectives, opinions and attitudes towards ICT. Specifically, aspects related to their perception towards their initial training on digital competence are addressed. As a consequence, an assessment of the teaching practice, oriented to the training of professionals of education, is also provided. Through it, some shortcomings to be solved in order to fulfill the necessary training for a teacher in the society of information are perceived.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131172153","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":"Utilização dos recursos do Google Earth e do Google Maps no ensino de ciências / Use of Google Earth and Google Maps in Science Teaching","authors":"Rosana Maria Luvezute Kripka, Lori Viali, Regis Alexandre Lahm","doi":"10.17398/1695-288X.13.2.89","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.89","url":null,"abstract":"Apresenta-se um estudo teorico sobre o uso do Google Earth TM e do Google Maps TM no ensino de ciencias visando identificar, em artigos de periodicos e eventos, como estao sendo utilizados esses recursos em propostas de ensino, as contribuicoes e suas potencialidades de uso. Foram selecionados artigos, desde o ano de 2005, quando os aplicativos foram criados, ate o ano de 2014, que fizeram uso dessas geotecnologias em diversas disciplinas. O estudo indica que os recursos do Google Earth TM e do Google Maps TM , desde sua criacao, tem possibilitado o desenvolvimento de um numero crescente de pesquisas, sendo mais recorrentes as de natureza exploratoria, sobre propostas de atividades de ensino, com foco no Ensino Fundamental e Medio, relativas a diversas disciplinas da area de ciencias, tais como Matematica, Fisica, Geografia e Geomorfologia. Os autores indicam que os recursos propiciam a aprendizagem, pelo carater inovador das atividades e por estimularem os estudantes a compreensao da realidade em que vivem. Muitos indicam a exploracao do meio ambiente como um recurso que potencializa a aprendizagem, em atividades mediadas pelo professor, podendo gerar discussoes sobre questoes sociais, politicas e economicas, favorecendo a formacao cientifica e a formacao critica do estudante. A analise dos artigos indica que o uso dos recursos do Google Eart TM sao mais frequentes que o uso do Google Maps TM , sendo que as atividades se concentram mais no ensino de Geografia, voltadas para o Ensino Fundamental. Abstract This work presents a theoretical study about the use of Google Earth TM and Google Maps TM in science teaching aiming to identify, in articles of journals and conferences, how these resources are being used in educational proposals, as well as their contributions and potential uses. The articles were selected among those which applied geotechnologies in several disciplines, from the year 2005, when applications were created, until 2014. The study indicates that the resources of Google Earth TM and Google Maps TM , since their creation, have enabled the development of an increasing number of researches. The most frequent are those of exploratory nature, on educational activities focusing on elementary and high school, regarding several courses of sciences such as mathematics, physics, geography and geomorphology. The authors indicate that the resources facilitate learning, due to the innovative character of the activities and also because they stimulate students to understand the reality in which they live. Many authors point to the exploitation of the environment as a resource that enhances learning activities mediated by the teacher, since they can generate discussions on social, political and economic issues, promoting scientific education and critical formation of the student. The analysis of the articles indicates that the use of Google Eart TM resources are more frequent than the use of Google Maps TM , and the activities focus mainly on Ge","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125218979","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}