Use of e-reader as didactic mediator in the formation of professionals. case University of Granma
Keywords:
mobile electronic devices; teaching-learning process; teaching procedures; interactivityAbstract
The objective of this research was to assess the social impact of the use of e-Reader mobile electronic devices as a didactic mediator in the professional training in the careers of Mechanical Engineering and Law Degree at the University of Granma. 46 students of the fourth year were selected . The didactic procedures were developed in a cooperative manner with those involved in the action research. The didactic procedure for the use of mobile electronic device (e-Reader) was proposed as a means. Statistics indicate that 61% of students use the mobile device to communicate, only 10.87% use it in education. The frequency of use of the mobile device to search for information qualifies a greater frequency of use of website queries, electronic journals and greater use of teaching applications by students of the Mechanical Engineering career, but not for the use of the search engines and metasearch engines where the students of the law degree course excelled in the frequency of use of these sources. It is concluded that the presence of a mobile electronic device in the training process constitutes an important aspect to be taken into account for methodological didactic preparation, due to its use as a mediator in the professional training process. The didactic procedure for the use of mobile electronic devices in the training process is a tool of great value and mobilizes the logical thinking of students and teachers.
Downloads
References
Basantes, A., Naranjo, M. E., Gallegos, M. C. y Benítez, N. M. (2017). Los Dispositivos Móviles en el Proceso de Aprendizaje de la Facultad de Educación Ciencia y Tecnología de la Universidad Técnica del Norte de Ecuador. Formación Universitaria. Vol. 10(2), 79-88.
Cantillo, C., Roura, M. y Sánchez, A. (2012). Tendencias actuales en el uso de dispositivos móviles en educación. Recuperado desde http://educoas.org/portal/la_educacion_digital/147/pdf/art_unned_en.pdf. Consultado, 2018 septiembre 2.
Fernández Aedo, R. R. (2005). Modelo Informático para la autogestión del aprendizaje para la universalización de la enseñanza. Aportaciones Educativas en Ciencias Sociales y Humanas, Universidad de Granada, Granada. España.
Fuentes, H. C. (2009). La Formación de los profesionales en la contemporaneidad. Concepción Holística Configuracional en la Educación Superior. Centro de Estudios de Educación Superior "Manuel F. Gran". Santiago de Cuba., Universidad de Oriente: 380.
García, J. y García, A. (2001). Teoría de la educación II. Procesos primarios de formación del pensamiento y la acción. Manuales Universitarios. Salamanca: Ediciones Universidad de Salamanca.
Lliteras, A. (2018). El impacto de las tecnologías móviles en la Educación. Recuperado desde http://sedici.unlp.edu.ar/bitstream/handle/10915/64144/Documento_completo.pdf-PDFA.pdf? sequence=1. Consultado, 2018 agosto 28.
Mendoza, L., Zermeño, M., y Zermeño, R. (2013). Desarrollo de habilidades cognitivas y tecnológicas con aprendizaje móvil, Revista de Investigación Educativa de La Escuela de Graduados En Educación, 3(6), 30– 39
Núñez, J. N. (2007). La ciencia y la tecnología como procesos sociales. La Habana: Félix Varela.
Sharples, M., (2006). Big Issues in Mobile Learning. Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative, Nottingham, England, University of Nottingham, 15-33
SPSS Inc. Released. (2004). SPSS for Windows, Version 13.0. Chicago, SPSS Inc.
