Google Forms in the diagnostic evaluation as support in the teaching activities. Case Students Bachelor of Tourism
Abstract
As a digital tool to support teaching activities, the use of information and communication technologies (ICT) in the creation and use of forms developed with Google Forms was explored. To this end, a qualitative study of non-experimental design of exploratory-descriptive type was carried out. And an instrument was designed to identify the previous knowledge with which the students of the Information and Communication Technologies learning unit of the Tourism Degree at the Higher School of Tourism (EST) of the National Polytechnic Institute (IPN) entered. The results obtained in the sociodemographic section, provided information on the conformation of the groups in terms of the predominance of sex, age and civil status, among other data; in the academic uses of the network, information about these and the time invested per day, the personal skills of the students with respect to the use of ICT (and their previous knowledge), finally, in the area of academic performance and economic situation with which the students entered, data that identified the pertinence of channeling them to the respective area in order to request economic support for the continuity of their studies. Finally, relevant information was obtained to adapt the evaluation model and the didactic plan of the subject, focused on the development of competences, being some uses of the network for academic matters and others for the acquisition of personal skills
Downloads
References
Alonso, M. E. (2009). La planeación didáctica. Cuadernos de formación de profesores, (3). Recuperdo de
http://uiap.dgenp.unam.mx/apoyo_pedagogico/proforni/antologias/LA%20PLANEACION%20DIDACTICA.pdf.
Ausubel D. P. Novak, J. D. y Hanesian, H. (2009). Psicología educativa. México, (2a ed.). Ciudad de |México: Trillas.
Burbules, N. y Callister, T. (2001). Educación: Riesgos y promesas de las nuevas tecnologías. Buenos Aires, Argentina: Granica.
Cabero, J. (2006). Nuevas tecnologías, comunicación y educación. Edutec-e. Revista Electrónica de Tecnología Educativa, (1). doi:http://dx.doi.org/10.21556/edutec.1996.1.576. Recuperado de http://www.edutec.es/revista/index.php/edutec-e/article/view/576.
Catalano A. M, Avolio, S.y Sladogna, M. G. (2004). Diseño curricular basado en normas de competencia laboral. Conceptos y orientaciones metodológicas. Buenos Aires, Argentina: Banco Interamericano de Desarrollo.
Coll, C. (2004). Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación. Una mirada constructivista. Sinéctica. Revista Electrónica de Educación, 25, 1-24.
Coll, C. (2008). Aprender y Enseñar con las TIC: expectativas, realidad y potencialidades. Boletín de la Institución Libre de Enseñanza, 72, 17-40.
Díaz, F. (2006). Enseñanza Situada: Vínculo entre la escuela y la vida. Ciudad de México, México: McGraw-Hill Interamericana.
Hernández, S. R., Fernández C. C. y Baptista, L.P. (2010). Metodología de la Investigación (5ª. ed.). Ciudad de México, México: McGraw-Hill Interamericana.
Instituto Politécnico Nacional [IPN]. (2004a). Manual para el rediseño de planes y programas en el marco del Nuevo Modelo Educativo y Académico Materiales. Ciudad de México, México: IPN.
Instituto Politécnico Nacional [IPN]. (2004B). Un Nuevo Modelo Educativo para el IPN. Materiales para la Reforma. Ciudad de México, México: Instituto Politécnico Nacional.
Martín, J. (2006). La razón técnica desafía a la razón escolar. En Narodowski, M., Ospina, H. y Martínez, Q. A. (eds.). La razón técnica desafía a la razón escolar. Buenos Aires, Argentina: Novedu.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [Unesco]. (1998). Declaración mundial sobre la educación superior en el S.XXI: Visión y acción. Unesco. Recuperado de
http://www.Unesco.org/education/educprog/wche/declaration_spa.htm
Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura [Unesco]. (2016). Competencias y estándares TIC desde la dimensión pedagógica: Una perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente. Chile: Multimedios. Recuperado de
http://www.Unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Competencias-estandares-TIC.pdf.
Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura [Unesco]. (2017). Diagnóstico de la OCDE sobre la Estrategia de Competencias, Destrezas y Habilidades de México. Resumen Ejecutivo. México: Unesco. Recuperado de https://www.oecd.org/mexico/Diagnostico-de-la-OCDE-sobre-la-Estrategia-de-Competencias-Destrezas-y-Habilidades-de-Mexico-Resumen-Ejecutivo.pdf
Secretaría de Educación Pública [SEP]. (2001-2006). Por una educación de buena calidad para todos. Un enfoque educativo para el siglo XXI. México: SEP. Recuperado de www.oei.es/historico/quipu/mexico/Plan_educ_2001_2006.pdf
Secretaría de Educación Pública [SEP]. (2001). Programa Nacional de Educación (2001-2006) (1ª ed.). Ciudad de México, México: SEP.
Valijas de herramientas TIC. (2016). Formularios de Google – Guía de uso. Recuperado de http://valijas.ceibal.edu.uy/storage/app/media/Guias%20de%20uso/Google%20formularios.pdf
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