Incorporación de las TIC en el proceso de enseñanza-aprendizaje de la asignatura de Física y Química para alumnos de 4º ESO del IES María Guerrero de Collado Villalba (Madrid)

Abstract

En el presente Trabajo Fin de Máster, por un lado se realiza una búsqueda y revisión bibliográfica de propuestas y herramientas que puedan favorecer la introducción de las TIC en el proceso de educación–aprendizaje, y dentro de éste más concretamente en la materia de Física y Química; para posteriormente diseñar e implementar un espacio en un aula virtual de nueva creación en el IES María Guerrero de Collado Villalba (Madrid), con actividades digitales de diferente naturaleza, que puedan ayudar a un grupo de alumnos de 4º ESO en el desarrollo de distintas facetas de la competencia digital; y por supuesto, en su aprendizaje, motivación e interés por las ciencias experimentales.

In education, fast development of the information society is assuming enormous challenges for teachers, schools, education officials and public policy, because the incorporation of ICT in education previously requires to envisage the objectives and the main milestones, and then determine how and under what conditions the presence of the aforementioned ICT in schools may well contribute to them (Carneiro and Diaz, 2012). However, such is the strength and flexibility of interactivity, information flows, virtuality, among many attributes of ICTs, that currently is hardly conceivable run without such technological tools (Gros & Contreras, 2006). Opening to the use of new technologies, institutions can make an important strengthening contribution of education systems, therefore all young people can develop their full potential (Eurydice, 2011). In fact, the member states of the European Union agreed on the promotion of creativity and innovation, including ICT tools and teacher training, as one of the priority areas for Education 2020 (Eurydice, 2011). Blogs, wikis, video and audio channels and various software applications in line with user participation that make up the new Internet or Web 2.0, have created a new social environment for information exchange and collective construction of knowledge, with obvious implications in Education (EducaMadrid, 2015 b). These resources, get that young people know some of the possibilities offered by new information technologies and communication, for use in the observation, search and processing of information (Buckingham, 2008); but they should do so critically and responsibly, developing the skills necessary to achieve their digital competition (BOE, 2015). In this Final Master Work, it will be carried out a literature review of some proposals and tools that might facilitate the introduction of ICT in the education-learning process and within this, more specifically in the subject of Physics and Chemistry, in order to design and implement a new virtual space for IES Maria Guerrero of Collado Villalba (Madrid). The later includes digital activities of a different topics that they could help the development of different aspects of digital competence; and of course, in learning, motivation and interest in science education for a group of students of 4th ESO of the above mentioned scholar center.