Use of ICT Tools using the PBL Methodology as a Student Learning Strategy

Abstract

The community of Altos de la Sabana is a population composed of families of limited economic resources and victims of the internal armed conflict in Sucre, located in low-income housing. In this urbanization is the Institution of Higher Education of the Holy Shroud. Given that at present it does not have technological and innovative tools for academic use, information provided by the rector and the academic coordinator of this institution, as well as being considered as a vulnerable community by the national government, which gives them a priority position when implementing educational and social projects; The main objective of this project is to encourage the students of the secondary school of the institution to use technological tools to solve problems in their environment. This research has a quantitative approach and the design of the research focuses on field research and with a pre-experimental method. For the execution of this project, 3 moments were concentrated; initially, an initial test was carried out to validate knowledge in technological tools and the self-directed profile, then some training was carried out using the problem-based methodology and finally a final evaluation to measure acquired competences. The results of the post-test, in contrast to the initial test, revealed that 65% of students in grade 11 of the institution demonstrate an empowerment in the use of ICT tools and concepts in the field of basic analog-digital electronics. This is how ICTs are based on the education system, as they are facilitating tools in the teaching-learning process.

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

“…However, many of the published teaching innovation ideas come from the primary and secondary levels [1][2][3] since it is precisely at these educational levels where the essential training is established to subsequently be able to access university. In this sense, the instruction of the candidate teachers is essential so that they know the different aspects related to the educational profession: evaluation [4], the organization of educational centers [5], and methodologies-e.g., project-based learning (PBL) [6][7][8][9], gamification [10,11], the use of new technologies based on augmented reality or virtual reality [12], and the use of computers and web technologies [13], etc. Regarding the last aspects, it is worth noting that the most important is the methodology used since new technologies do not imply a methodology by themselves [14,15].…”