Modelos de enseñanza y herramientas digitales para mejorar el aprendizaje en estudiantes de educación básica media.
There is no single digital model for teaching that capable to face the different learning styles, neither should the teacher's capacity be limited to this pattern of education, no matter how attractive it may be. There are classifications of generalized teaching models, but it is necessary to d...
| Autores: | , |
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad de Otavalo |
| Repositorio: | Repositorio Universidad de Otavalo |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uotavalo.edu.ec:52000/742 |
| Acceso en línea: | http://repositorio.uotavalo.edu.ec/handle/52000/742 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Enseñanza Herramientas digitales Aprendizaje |
| Sumario: | There is no single digital model for teaching that capable to face the different learning styles, neither should the teacher's capacity be limited to this pattern of education, no matter how attractive it may be. There are classifications of generalized teaching models, but it is necessary to delve into some of them to help teachers to innovate. The general objective of the present investigation consisted of proposing to teachers the use of teaching models and digital tools, through the application of didactic strategies, which allow improving the learning of elementary school students. This type of knowledge responded to a structured plan where materials were designed, and teaching was oriented in the classroom through ICT. This research has verified how digital tools modified society, became a great help for teachers, because with them they built their knowledge interactively, using devices that improved teaching-learning and communication between teacher and student, both in virtual classes as in face-to-face; it cemented a defined socio-cultural environment, which allowed knowing the students and guiding them in the proper use of technology. It is concluded that the school oversees the progress of teaching-learning, based on efficient models and curricula, with committed, creative teachers and with enough knowledge, since the purpose of Basic Middle Education is to give capacities, competences, abilities, and skills to the children to act responsibly, participate critically and be supportive. |
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