| Título: | ICT support for the retention and consolidation of knowledge in the classroom |
| Autores: | Matesanz del Barrio, María ; De Miguel García, Elena ; López Alonso, Covadonga |
| Tipo de documento: | texto impreso |
| Editorial: | Cambridge Scolars Publishing, 2011 |
| Dimensiones: | application/pdf |
| Nota general: | info:eu-repo/semantics/openAccess |
| Idiomas: | |
| Palabras clave: | Estado = Publicado , Materia = Humanidades: Filología: Lingüística , Materia = Humanidades: Filología: Filología románica , Tipo = Sección de libro |
| Resumen: |
The methodological change are addressing universities in Europe, following the introduction of new educational approaches and the implementation of new technologies in teaching, forces, teachers and students, to support and take on new ways of understanding the teaching / learning (Benito and Cruz, 2005; Ashwin, 2006). The fundamental transformation of university learning, however, depends less on the reorganization of the studies, though this is of great importance for relation with existing plans, and the completely different conception of the teaching / learning its monitoring and evaluation. The proposed consolidation of theoretical knowledge related to the lecture is usually circumscribe the classroom and among them, we highlight the activities interspersed throughout the course of the class; or following Bligh (1971), asking questions to students about the content of the lecture at the end of the session, since it requires actively reviewing the above it; and in the same line, the proposed Nilson (1998: 77), conducting a review after the conference. However, none of these authors, who have proven the effectiveness of the proposed actions, offers information on one aspect that, in our view, should be considered: whether the retention of learning is now consolidated in the medium term and extent that first retention may intervene to address the matter test or the results. Initiatives regarding retention and consolidation of knowledge confined to the classroom predate the use of virtual campus teaching. Therefore, what we propose in this study is the use of TICE in activities aimed at retention and consolidation of knowledge through what we call learning microarrays. The microarrays can have a simple scenario, only the classroom, or mixed scene inside and outside the classroom, in activities of greater breadth and depth (López Alonso and Matesanz, 2009). These short activities have a small methodological approach and implementation to virtual campus, in this case with the LAMS tool. |
| En línea: | https://eprints.ucm.es/id/eprint/31142/1/ICT%20support%20for%20the%20retention.pdf |
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