Embed Size (px)
Citation preview
Game Based LearningMinecraft en Educación
Tecnología Educativa
¿Cuáles son los aspectos que destacarías de la transformación a través de Tecnologías?
Figura 2- fuente: Sáez-López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. C. (2015). Exploring Application, Attitudesand Integration of Video Games: MinecraftEdu in Middle School. Educational Technology & Society, 18 (3), 114–128.Retrieved from: http://www.ifets.info/journals/18_3/9.pdf
Figura 3- fuente: Sáez-López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. C. (2015). Exploring Application, Attitudesand Integration of Video Games: MinecraftEdu in Middle School. Educational Technology & Society, 18 (3), 114–128.Retrieved from: http://www.ifets.info/journals/18_3/9.pdf
Figura 3- fuente: Sáez-López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. C. (2015). Exploring Application, Attitudesand Integration of Video Games: MinecraftEdu in Middle School. Educational Technology & Society, 18 (3), 114–128.Retrieved from: http://www.ifets.info/journals/18_3/9.pdf
Figura 4- fuente: Sáez-López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. C. (2015). Exploring Application, Attitudesand Integration of Video Games: MinecraftEdu in Middle School. Educational Technology & Society, 18 (3), 114–128.Retrieved from: http://www.ifets.info/journals/18_3/9.pdf
Dimension 1- Learning
Design Based Research (Anderson & Shattuck, 2012)Quasi-experimental approach
Dimension 2- Attitudes Dimension 3- Interactions
Intervention
Sample
3 months project
Middle school (6th to 8th grade)
Spain and USA
Control Group (N=50)
Experimental Group
(N=131)
205 participants: 10.7%
teachers, 25.4% parents
and 63.9% students (EG)
Experimental Group
(N=131)
No significant
improvement in outcomes
(sign .0,01)
Positive attitudes (differences between parents, teachers and
students), motivation, interaction and advantages regarding
game-based learning
Control Group (N=50)
Experimental Group
(N=131)
(P1mp) Student t test
(α=0.01)
Kruskal-Wallis test and
Jonckheere-Terpstra
(α=0.01)
Mixed questionnaire
(AMPA) Fr. analysis
3 months project
Qualitative data analysis
Edmodo Platform. January
8, 2013 to March 27, 2013
Messages analysis
(HyperResearch)
Results
Data Triangulation(Cohen, Manion & Morrisson, 2000)
Figura 9-fuente: Sáez-López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. C. (2015). Exploring Application, Attitudesand Integration of Video Games: MinecraftEdu in Middle School. Educational Technology & Society, 18 (3), 114–128.Retrieved from: http://www.ifets.info/journals/18_3/9.pdf
Coding isn’t just for computer whizzes, says Mitch Resnick of MIT
Media Lab — it’s for everyone. In a fun, demo-filled talk Resnick
outlines the benefits of teaching kids to code, so they can do more
than just “read” new technologies — but also create them. (Filmed
at TEDxBeaconStreet.)
CIENCIAS SOCIALES: ARTE
Velazquez Las meninas_by Kerim Friedman_ CC_BY_NC_SATitle: Velazquez Las meninasAuthor: “KerimFriedman”
Picasso guernica_by Robert Huffstutter_CC_BY_NCTitle: Picasso guernicaAuthor: “Robert Huffstutter”
Persistencia de la memoria_by mundospropios_CC_BY_NC_SATitle: persistencia de la memoriaAuthor: “mundospropios”
¿Se podrían haber hecho cambios metodológicos sin el uso de la tecnología?
Importancia de la Pedagogía
Bruner
Piaget
Vigostky
Ausubel
Gardner
ZDPróximoNivel de DPot
Andamiaje
Constructivismo
Estadios. Esq. CAsimilación
Acomodación
Apr. Descubrim.
Apr. Significativo
Int múltiples
Taxonomía de Bloom
Conectivismo Modelos
ADIIENOM
TPACKTAM
SiemmensDownes
Harris, Judith B.; Grandgenett, Neal; and Hofer, Mark, "Testing a TPACK-Based Technology Integration Assessment Rubric" (2010). Teacher Education Faculty Proceedings & Presentations. Paper 18. http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1014&context=tedfacproc
Sáez López, J. M. y Ruiz Ruiz, J.M. (2012). Estrategias metodológicas, aprendizaje colaborativo y tic: un caso en la escuela complutense latinoamericana. Revista complutense de educación 23, 115-134. http://revistas.ucm.es/index.php/rced/article/view/39105
Retorno al grupo originalGrupos de expertosPreparación de grupos
PROCEDIMIENTO TÉCNICA PUZLE
Se forman los grupos, se designa
un líder y roles, se dividen los
contenidos, se distribuyen los
materiales.
Cada experto se reúne con los que
tienen su mismo tema para que
compartir aportaciones e ideas en
su tema y además aprender a
enseñar a los compañeros de su
grupo original.
Los alumnos regresan a su grupo
para presentar la información
recopilada. Todos enseñan y todos
aprenden.
Tutorización
Evaluación
1
5
32
4
Sáez López, J. M. y Ruiz Ruiz, J.M. (2012). Estrategias metodológicas, aprendizaje colaborativo y tic: un caso en la escuela complutense latinoamericana. Revista complutense de educación 23, 115-134. http://revistas.ucm.es/index.php/rced/article/view/39105
¿Crees que se ha implantado el uso del juego y la programación en las aulas?
NMC Horizon Report: 2014 K-12 Edition
Complex Thinking and Communication Difficult Challenge: Those that we understand but for which solutions are elusive.
Games and Gamification. Time-to-Adoption Horizon: Two to Three Years
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf
Remix: movement from MaliC. Images: wikimedia commons
http://scratch.mit.edu/projects/49976826/
Thanks to(Source):Yasushi Harada, Yoshiro Miyata, Tomohiro Ueshiba, Kazushiro Abe
MUCHAS GRACIAS
