Aprendiendo Matemática con tecnología portátil 1 a 1: resultados de una experiencia de innovación en Chile
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Lagos Céspedes, María Ester
Miranda Vera, Hernán
Matus Zúñiga, Claudia
Villarreal Farah, Gonzalo
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Universidad de Costa Rica
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En los últimos años, en Chile, se han desarrollado diversos proyectos que fomentan el uso de tecnología portátil en el aula, en particular tecnología portátil 1:1 (un computador por niño). Las experiencias muestran que la tecnología por sí sola no basta para producir cambios. Se requiere implementar modelos de intervención pedagógica que permitan a los docentes utilizar adecuadamente estas tecnologías con la finalidad de favorecer diversos aprendizajes. Así, se implementó en el 2009 el proyecto “Aprendiendo Matemática con Tecnología Portátil 1:1”, el cual provee de un modelo didáctico integrado, que permite abordar el sector curricular de Matemática. Se trata de un modelo que considera aspectos como el trabajo colaborativo, las habilidades del siglo XXI, integración curricular de la tecnología, entre otros, y a su vez considera la particularidad de la didáctica asociada a este sector. La propuesta incluye el desarrollo de soluciones para crear ambientes de aprendizajes interactivos y dinámicos, además de un proceso de formación y acompañamiento permanente a los docentes. Para apoyar todos los procesos formativos, se utilizaron recursos digitales interactivos y material impreso diseñado especialmente para tal efecto y se midió el aprendizaje de los estudiantes, el cual se incrementó positivamente durante el proceso.
In the last years, a variety of projects promoting the use of portable technology in the classrooms has been carried out in Chile, in particular 1 to 1 technology (one computer per child). These experiences show that technology by itself is not enough to produce changes in teaching and learning. Appropriate pedagogical models, then, allowing the proper use of technology by teachers are required in order to favor meaningful uses of technology to promote learning. Thus, the project “Aprendiendo Matemática con Tecnología Portátil” was implemented in 2009 in Chilean schools (7th grade) in order to provide an integrated pedagogical model for teaching mathematics. This model considers a variety of aspects such as collaborative learning, XXI century skills, technology integration, and particular aspects of teaching mathematics. The proposal also considers the development of solutions for creating interactive and dynamic learning environments as well as an on site teachers´ companion process. To support all the formative process, specially designed interactive digital resources and teaching materials were developed and students´ learning outcomes were measured. A positive increment in learning results was detected.
In the last years, a variety of projects promoting the use of portable technology in the classrooms has been carried out in Chile, in particular 1 to 1 technology (one computer per child). These experiences show that technology by itself is not enough to produce changes in teaching and learning. Appropriate pedagogical models, then, allowing the proper use of technology by teachers are required in order to favor meaningful uses of technology to promote learning. Thus, the project “Aprendiendo Matemática con Tecnología Portátil” was implemented in 2009 in Chilean schools (7th grade) in order to provide an integrated pedagogical model for teaching mathematics. This model considers a variety of aspects such as collaborative learning, XXI century skills, technology integration, and particular aspects of teaching mathematics. The proposal also considers the development of solutions for creating interactive and dynamic learning environments as well as an on site teachers´ companion process. To support all the formative process, specially designed interactive digital resources and teaching materials were developed and students´ learning outcomes were measured. A positive increment in learning results was detected.