Re-pensando el uso de las TIC en educación: reflexiones didácticas del uso de la Web 2.0 en el aula escolar

Abstract

RESUMEN: Desde 1996 el Estado chileno ha desarrollado una política de incorporación progresiva de tecnologías al aula. Al mismo tiempo los jóvenes usan cada vez de forma más intensiva las TIC y en particular los servicios de la Web 2.0. Sin embargo, hay evidencia que el uso de las tecnologías desde una perspectiva didáctica y creativa no es habitual. La propuesta didáctico-pedagógica de Kelluwen busca articular el trabajo de aula con herramientas de la Web 2.0 a través del uso de Diseños Didácticos Colaborativos para desarrollar competencias sociocomunicativas y contenidos disciplinares en los estudiantes. Este artículo sistematiza, expone y discute los resultados preliminares de una intervención educativa que ha consolidado una comunidad de estudiantes, profesores e investigadores centrada en construir, usar y compartir diseños didácticos colaborativos que utilizan la Web Social como espacio de mediación en el proceso de enseñanza y aprendizaje escolar.PALABRAS CLAVE: Contextos escolares; experiencias didácticas; aprendizaje mediado por TIC; aprendizaje colaborativo; competencias comunicativas.ABSTRACT: Since 1996, the Chilean government has progressively incorporated technology into almost every classroom. This adds to the finding that young people are increasingly using ICT and services including Web 2.0 more intensively. However, there is evidence that the use of ICT from a creative and educational perspective is uncommon. The "Kelluwen" didactic-pedagogic proposal seeks to articulate classroom-work to innovate using Web 2.0 tools, through the use of Collaborative Education Design in order to develop socio-communicative skills in students from 7th to 10th grade (Basic and Middle School). The paper summarises the results of three years' work setting up and consolidating a community of students, teachers and researchers focused on building, using and sharing didactic experiences. KEYWORDS:

A Case Study on Computer Supported Collaborative Learning in Spanish Schools

“…The aspects they most highly valued are the following (and they coincide with those pointed out by authors such as Lou, Abrami, Spence, Poulsen, Chambers & D´Apollonia, 1996;and Arancibia, Carcamo, Contreras, Scheihing & Troncoso, 2014): the fact that the activities served to work on curricular contents; materials and resources were prepared with ample time; the teaching materials, both teacher-created and technological, turned out to be useful; their assessment corresponded to what they had planned to do; and the more capable students benefitted from the activities.…”

“…The findings of more up-to-date research studies, such as the one by Arancibia, Carcamo, Contreras, Scheihing and Troncoso (2014),show that collaborative experiences are highly regarded. This study specifically highlights the motivating effects that the use of technological tools has on students, their interest in collaborating with students in other schools in concrete experiences as well as the variety of interactions generated among them.…”