Identificador: TDX:1176
Autores: Palau Martín, Ramón Félix
Resumen:
This thesis is a research project conducted at the University Rovira i Virgili about creating interactive whiteboard activities and profile of future teachers that they created. Every time we give more importance to the profile of the student and the teacher and I thought it important to assess how a future teacher creates interactive whiteboard activities and relate it to their profile. The profile of the teacher or teachers of the future in this case I determined from the parameters and variables and their pattern of learning and perception of digital competence. In the training of future teachers in the curriculum of the URV we like competition: understand the educational implications of information technology and communication (ICT). . It is for this reason that knowledge of tools and resources ICT, for use in the classroom is a priority. Also we believe that the interactive whiteboard (IW) is a resource that ICT has emerged stronger in the context of education and training in recent years on the computer. We are currently promoting their use in the classroom because it offers more possibilities than the computer, mainly because it allows viewing of contents provides more interactivity and group classes. For these reasons we consider interesting to assess how future teachers create activities for this tool. I used these activities to assess variables such as time of the activity, teaching models used, type of goal it wants to achieve, and functionality of the interactive whiteboard that should be used. As an organization and structure of this thesis is organized into 6 chapters of which the first three chapters provide the theoretical basis and the three subsequent research process as described below: 1: ICT and education. This chapter starts by defining the concept. New technologies to ICT and LNT. After deepening of ICT and how these have affected TAC in our classrooms, the teachers students and teaching methods which finally brings favors or 2. The interactive whiteboard. In this chapter we define IW, what tools there are additional associated PDI, performance and functionality of a IW, and I would classify IW. Also addresses the use of IW from different perspectives, and establish relationships between the teachers and the IW and IW and students. 3. INITIAL TEACHER TRAINING BASED ON SKILLS: In this third chapter presents the skills of future teachers, I explain the competence model of the URV and the Degree of Master of Education and secondary school teachers which is where I extracted sample of future teachers. It also exposes the patterns of learning and acquiring skills and finally describe the digital competence. 4. Research process: The 1st and 4th chapter of the research, analyze the context, defining objectives, both general and specific, methodology, population and sample, we define the variables and instruments used 5. DATA ANALYSIS: In this chapter I present 5 data, I analyze the correlations between these variables. 6. CONCLUSIONS: In this final chapter, the conclusions and present the results and finally do the contributions of the research and the future of it. Apart from the 6 main chapters this thesis has a bibliography and an appendix banda instruments can find a list of the extracted data and correlated. Importantly, this research was carried out within the framework of a project of the URV research group and has made Arget pilot mode. For this reason, we used a small sample. As you can see we have also done quite a statistical analysis of all the limited sample size, but it was intended to do it this way in order to develop this project when the following courses with large samples have tested all process the same way. Currently this project is being developed with continuity and taking a sample of approximately 200 future teachers.Hem established relations activities for interactive whiteboard created by future teachers and profiles of this. In some of the activities we have analyzed to what extent target according to Bloom's taxonomy referred each activity, the duration of the teaching model and functionality that used interactive whiteboard. And we evaluated the profile of its pattern learning and perception of their level of digital competence. As a result of the conclusions of the results is that future educational and accurate sequential patterns have a very positive perception of certain elements of digital competence in comparison with other patterns. On the other hand, it was concluded that when the interactive whiteboard activities have a high difficulty because they are based on the higher levels of Bloom's Taxonomy and require a high cognitive reasoning, are used more didactic models use the PDI. Regarding the difficulty level, if the activities have a high degree of difficulty it is recommended to use only one level of Bloom's taxonomy, and this level is related to higher levels. Conversely, if the activities are easiest difficulty, levels of Bloom's Taxonomy are recommended below. Finally, discuss the activities with intervals longer use more tools and features of the IW.
Repositori URV