Abstract:

Numerous authors indicate that the Flipped Teaching pedagogical approach combined with other active strategies such as: Problem-based Learning (PbL), Role-Playing, Game-based Learning (GbL), Puzzle-based Learning, Learning by-doing, Simulation-based Learning (SbL), Competence-based Education, Blended-Learning, etc., (the list is endless) allow to achieve a much more meaningful learning. Flipped Learning model has achieved significant mention in academic circles in recent years, although recently detractors and opponents of its implementation in higher education are appearing. In addition, the use of these teaching strategies simultaneously allows developing multiple competences and transversal skills, encouraging the student's complete development. It is well known that knowledge retention is far more effective when students learn by-doing something, instead of just listening or watching.

It seems clear that the technological possibilities of ICT resources are endless. The ideas are innumerable, always as technological elements that allow you to search for content and information, or simply interact in the classroom. In this way, like any other ICT tool that you want to implement in the classroom, it should help and complement the learning dynamics. The idea is not to use innovative tools for the sole purpose of entertaining students or being fashionable (fashion education apps), incorporating the latest ICT applications that are offered by the market. The schools and their teachers see appear, from time to time, certain fashions or pedagogical approaches that promise to be revolutionary and solve all the problems existing in the classrooms of the educational centers and universities. In many cases they are old educational methodologies, applied decades ago, that supported with more or less novel software and with an original technical word (usually in English), reappear as modern techniques, innovative strategies or even revolutionary concepts. Therefore, before designing an educational activity, it is recommended that the teacher reflects on the use of this technology and the added value that really contributes to student learning, inside or outside the classroom.

The new technologies do not make a teacher good or bad, since by themselves they are useless. Now, together with an adequate methodology, they can improve learning. A good teacher knows how to teach and helps to learn his students. Education is very simple, not easy, but sometimes teachers insist on making it complicated, filling it with too many "fireworks". ICT tools are the essence of these adaptive teaching models. The purpose is to know, how and where to use this technology.

In this paper, the author presents different ICT tools that facilitate the implementation of active methodologies in the university context. The technical characteristics of these tools in education can get extra motivation in students, since it involves a game in a natural format for them: active, multimedia and immediate. On the other hand regardless of the software used, an important reason is the cost. Free software and mobile applications are preferred, especially from the student view. It is the result of the implementation of the BYOD model (Bring Your Own Device) in higher education. All these ICT tools have made it possible to improve the digital competences acquired by the students. Also, its implementation in the classroom can be simple and independent of the knowledge discipline.

Keywords:

Advanced Classroom Applications & Technologies, Serious Games, Game-based Learning, Gamification, Open Educational Resources, Learning Analytics.