Working groups managed by social networks as support for teaching practice
Abstract
The management of teaching strategies as an aid to teaching practice gets diversified, especially considering ICT in the majority of cases not as an ally at the time of manage planning of courses on-site and distribute complementary hours that the student must perform, but as a barrier for the control and monitoring of the established planning. Currently the use of social networks is permeating the life style of the human beings, so it has become a means of socialization of high demand around the world. The present article describes the results of an analysis performed to specific work groups that the teacher uses as support in their classes, formed by engineering students and some of health sector.
Downloads
References
Facebook (2016). Servicio de ayuda. Recuperado el 15 de febrero de 2016, de Grupos: https://www.facebook.com/help/162866443847527
Facebook (2016). Servicio de Ayuda. Recuperado el 12 de marzo de 2016, de Ayuda para ordenadores: https://es-es.facebook.com/help/146441348760878
Gómez Aguilar M., Roses Campos S., y Farías-Batlle P. (2012). El uso académico de las redes sociales en universitarios. Revista Científica de Comunicación y Educación, 19, 131-138.
Humanante Ramos, P. R., García Peñalvo, F. J., y Conde-González, M. Á. (marzo de 2016). PLEs en contextos móviles: Nuevas formas para personalizar el aprendizaje. IEEE-ES (Capítulo Español), 4(1).
León, J. (septiembre 2013). Tecnología. Recuperado el 20 de febrero de 2016, de eHow en Español: http://www.ehowenespanol.com/grupo-cerrado-facebook-info_400914/
López de la Madrid, M. C. (Nov. de 2007). Uso de las TIC en la educación superior de México. Un estudio de caso. Apertura: Revista de Innovación Educativa, 7, 63-81.
Panckhurst, R., y Marsh, D. (2011). Utilización de redes sociales para la práctica pedagógica en la enseñanza superior impartida en Francia: perspectivas del educador y del estudiante. Revista de Universidad y Sociedad del Conocimiento, 8(1), 233-252.
Sans, A. G. (2009). Las redes sociales como herramientas para el aprendizaje colaborativo: una experiencia con Facebook. Revista RE - Presentaciones, 5, 48-63.
Sociales, Q. P. (11 octubre de 2011). Social Media. Recuperado el 15 de junio de 2016, de Redacción TICbeat: http://www.ticbeat.com/socialmedia/que-paises-utilizan-mas-redes-sociales/
Vidal, C. E., Martínez, J. G., Fortuño, M. L., y Cervera, M. G. (2011). Actitudes y expectativas del uso educativo de las redes sociales en los alumnos universitarios. Revista de Universidad y Sociedad del Conocimiento, 8(1), 171-185.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work