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Abstract(s)
El discurso sobre la integración de las TIC en la educación puede resultar engañoso, cuando nos lleva a considerar las prácticas docentes en una dicotomía, con TIC o sin TIC, como si fuera posible, en medio de una sociedad digital, diseñar una educación infantil. en este paradigma. En esta comunicación intentaremos reflexionar sobre las prácticas de aprendizaje en las escuelas primarias, enfocadas al desarrollo de los conocimientos y habilidades de los niños en un enfoque holístico y transdisciplinario, en el que, inevitablemente, se trabaja y se aprende con la tecnología. Se explorarán algunos proyectos que se desarrollaron en un enfoque de aprendizaje basado en proyectos, movilizando un conjunto diverso de tecnologías y escenarios de aprendizaje. En un enfoque de metaanálisis, se convocan varias dimensiones para analizar el desarrollo de estos proyectos y su impacto en el aprendizaje de los niños.
The discourse on the integration of ICT in education can be ambiguous, when it leads us to consider teaching practices in a dichotomy way, with ICT or without ICT, as if it were possible, in a digital society, to design a child's education in this paradigm. In this paper we will try to reflect on learning practices in primary schools, focused on the development of children's knowledge and skills in a holistic and transdisciplinary approach, in which, inevitably, one works and learns with technology. Some projects that were developed in a Project Based Learned approach will be explored, mobilizing a diverse set of technologies and learning scenarios. In a meta-analysis approach, several dimensions are convened to analyse the development of these projects and their impact on children's learning.
The discourse on the integration of ICT in education can be ambiguous, when it leads us to consider teaching practices in a dichotomy way, with ICT or without ICT, as if it were possible, in a digital society, to design a child's education in this paradigm. In this paper we will try to reflect on learning practices in primary schools, focused on the development of children's knowledge and skills in a holistic and transdisciplinary approach, in which, inevitably, one works and learns with technology. Some projects that were developed in a Project Based Learned approach will be explored, mobilizing a diverse set of technologies and learning scenarios. In a meta-analysis approach, several dimensions are convened to analyse the development of these projects and their impact on children's learning.
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Keywords
ICT Primary Education Computational Thinking Project Based Learning TIC Educación primaria Pensamiento computaciona Pensamiento computaciona
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Grupo de Investigación Didáctica