Entornos virtuales de aprendizaje lúdico para el fortalecimiento de la dimensión socioafectiva

Abstract

In order to face the technological and pedagogical changes, the teaching staff needs new competences and work models not previously required. This review addresses the incorporation of ICT in education, from the public policies that promote them, presenting its impact on the teaching, learning and development of socio-affectivity in first-grade students, its role in relation to the information society, the challenges of inclusive education, as well as emerging technologies. This project seeks to design a virtual learning environment for the strengthening of the socio-affective dimension of elementary school students, and to diagnose the socio-affective relationships of primary school students of the Antonia Santos Educational Institution. In these training spaces supported by ICT, a new way of establishing a communicative encounter between the actors of the process is proposed, where technology constitutes a decisive element to carry out actions that lead to training and learning, such as: representation of contents, realization of activities, teacher-student and student-student interactions, the evaluation of learning, among others. In order to face the technological and pedagogical changes, the teaching staff needs new competences and work models not previously required. This review addresses the incorporation of ICT in education, from the public policies that promote them, presenting its impact on the teaching, learning and development of socio-affectivity in first-grade students, its role in relation to the information society, the challenges of inclusive education, as well as emerging technologies. This project seeks to design a virtual learning environment for the strengthening of the socio-affective dimension of elementary school students, and to diagnose the socio-affective relationships of primary school students of the Antonia Santos Educational Institution. In these training spaces supported by ICT, a new way of establishing a communicative encounter between the actors of the process is proposed, where technology constitutes a decisive element to carry out actions that lead to training and learning, such as: representation of contents, realization of activities, teacher-student and student-student interactions, the evaluation of learning, among others

Para hacer frente a los cambios tecnológicos y pedagógicos el profesorado precisa de nuevas competencias y modelos de trabajo no requeridos con anterioridad. La presente revisión aborda la incorporación de las TIC en la educación, desde las políticas públicas que las promueven, presentando su incidencia en la enseñanza, aprendizaje y desarrollo del socio afectividad en los estudiantes de primer grado, su rol frente a la sociedad de la información, los desafíos de la educación inclusiva, así como las tecnologías emergentes. Este proyecto busca diseñar un entorno virtual de aprendizaje para el fortalecimiento de la dimensión socio-afectiva de los estudiantes de básica primaria, y diagnosticar las relaciones socio-afectivas de los estudiantes de básica primaria de la Institución Educativa Antonia Santos. En estos espacios de formación apoyados en las TIC se plantea una nueva manera de establecer el encuentro comunicativo entre los actores del proceso, donde la tecnología constituye un elemento decisivo para llevar a cabo acciones que conducen a la formación y al aprendizaje, tales como: representación de contenidos, realización de actividades, interacciones profesor–estudiantes y estudiante–estudiante, la evaluación de los aprendizajes, entre otros