Azucena Hernández Martín

Collaborative learning methodologies mediated by ICT in secondary education

Students learning styles have caused that teachers employ new methodologies that allow develop their class activities focused on students as an active entity capable of achieving their learning in a constructive and collaborative way. In this context, collaborative learning by ICT (Information and Communication Technologies) is considered as one of the best teaching strategies because as well as incorporating new technology tools to help achieve good results at class. But the methodological impact depends on many factors, such as: conceptions of methodology by teachers, teacher training, and the design of the learning environment among others. This article outlines the procedures that take place to evaluate and analyze the methodology of collaborative ICT by learning in secondary education from the provinces of Zamora and Salamanca at schools with accreditation levels 4 and 5 in the use of ICT by the board of Castilla and León.

Metodologías de trabajo colaborativo en la Educación Secundaria Obligatoria: un estudio de caso / Collaborative Work Methods in Compulsory Secondary Education. A Case Study

Este articulo da a conocer una parte de la investigacion que lleva por titulo «Aprendizaje colaborativo a traves de las Tecnologias de la Informacion y Comunicacion (TIC) en el contexto de la Escuela 2.0», financiada por el Ministerio de Ciencia e Innovacion EDU2011-28071, y desarrollada entre los anos 2012-2015 por el grupo de investigacion GITE-USAL de la Universidad de Salamanca. En el contexto general de dicha investigacion nos propusimos conocer las concepciones que los profesores de tercer ciclo de Primaria y primer ciclo de Educacion Secundaria Obligatoria de centros de Castilla y Leon, con altas prestaciones tecnologicas, tienen sobre la metodologia de aprendizaje colaborativo; las experiencias de trabajo colaborativo mediante las TIC que desarrollan en el aula, y las actividades de este tipo que realizan con otros companeros, orientadas a su desarrollo profesional. En este trabajo, a traves de una metodologia de estudio de casos, llevado a cabo en un centro educativo de la Comunidad de Castilla y Leon, un Instituto de Educacion Secundaria (IES) situado en la provincia de Leon, profundizamos en las caracteristicas de los procesos que se generan en el aula con estas metodologias colaborativas. Y ademas comprobamos si dichas metodologias implican cambios en los resultados de aprendizaje, contemplando, ademas, las ventajas y los inconvenientes de este tipo de metodologias para los estudiantes. Abstract This article is part of the research entitled «Collaborative learning through the Information Technology and Communication (ICT) in the context of the School 2.0», funded by the Ministry of Science and Innovation EDU2011-28071 between the years 2012-2015 developed by the research group GITE-USAL University of Salamanca. In the general context of this research, we set out to identify the concepts that teachers in third cycle of primary and junior Secondary Education centers of Castile and Leon, with high technological features have on the methodology of collaborative learning; the experiences of collaborative work by developing ICT in the classroom, and activities of this kind engaged with others aimed at professional development. In this paper, through a methodology of studies, carried out in a school in Castilla y Leon, a secondary school located in the province of Leon, we look into the characteristics of the processes that are generated in the classroom with these collaborative methods. And we check whether these methods involve changes in learning outcomes also considering the advantages and disadvantages of this type of methodology for students.

La formación del profesorado universitario en Tecnologías de la Información y la Comunicación en la Universidad de Salamanca / Training of University Lecturers in Information and Communication Technology at the University of Salamanca

En el presente articulo analizamos y presentamos los principales resultados de una revision realizada sobre tres tematicas relacionadas con la formacion del profesorado en Tecnologias de la Informacion y Comunicacion (TIC). La primera se centra en los planes de formacion docente universitaria organizados por la Universidad de Salamanca (USAL), en torno a este tema. La segunda se orienta a conocer la importancia que se concede a las TIC en los Proyectos de Innovacion disenados y desarrollados por los profesores universitarios a lo largo de los ultimos anos en dicha universidad. Finalmente, presentamos los principales resultados extraidos de una investigacion amplia, en la que se estudio, entre otras multiples variables, la relacionada con la formacion del profesorado universitario para la integracion curricular de las tecnologias. Abstract This article shows the main results out of a documentary research study that analyzes three interrelated topics in the field of Teacher Education and ICT. The first analysis focuses on the University Teacher Training programs organized by the University of Salamanca (USAL). The second one examines the status and importance that is given to the use of ICT in Innovation Projects that have been designed and implemented by the university teaching staff during the last five years. Finally, and as part of a broader research project, the last study reports on University Lecturers’ training for ICT integration in the curriculum.