Resumen de Utilización de Recursos Digitales en la Docencia de los Institutos de la Comunidad Valenciana

Lluïsa Tolosa Robledo, José Ramón Díaz Sáenz, Carlos Hernández Franco

• español

  Las TIC ayudan a la comprensión de contenidos de las diferentes asignaturas visionando documentos audiovisuales o accediendo a la información en cualquier momento. Los alumnos aumentan su motivación, facilitan su interacción, el trabajo colaborativo y la responsabilidad del grupo. En la UPV detectamos heterogeneidad en los conocimientos y uso de recursos digitales entre los alumnos de nuevo ingreso. Procedan de centros públicos o privados, observamos falta de soltura y confianza en el conocimiento y manejo de las TIC. Consideramos necesario investigar las herramientas TIC con las que trabajan en los Institutos para averiguar el nivel de familiarización con las mismas o si son un obstáculo al acceder a niveles superiores de formación, consumiendo tiempo, generando frustración, marginación y/o fracaso escolar, significando un retraso en el desarrollo de la docencia universitaria dejando que el propio alumno mejore su conocimiento de las TIC de forma autodidacta, sin formar parte de las competencias a adquirir en ninguna asignatura concreta y suponiendo que accedió con ese conocimiento.

• English

  ICTs help to understand the contents of different subjects envisioning audiovisual documents or accessing the information at any time. Students increase their motivation, facilitate their interaction, collaborative work and group responsibility. The UPV detect heterogeneity in the knowledge and use of digital resources among freshmen. Come from public or private High Schools, we observed a lack of ease and confidence in the knowledge and use of ICT.

  We consider it necessary to investigate ICT tools that work in the Institutes to ascertain the level of familiarity with them or if they are a barrier to access to higher levels of training, time consuming, generating frustration, marginalization and / or school failure, meaning a delayed development of university learning allowing students themselves to improve their ICT skills self-taught, not part of the skills acquired in any particular subject, and assuming that acceded with that knowledge.

  In general, the Institutes have no overall strategy in their curricula to determine the resources needed to achieve the learning required to overcome the various stages. Besides the use of technology takes place in space set aside for it (computer rooms), as if it were a separate subject. Hence the necessity to check whether these facilities are incorporated in the learning of other subjects.

  We investigate the actual situation in the centers of our community to learn the use of electronic devices and IT consulting them through specific survey will process with SPSS to check the implementation of these technologies and help educational leaders in decision-making for incorporate more homogeneous methods in the learning and use of ICT in our institutes.