About this paper

Appears in:
Pages: 344-347
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain


J.C. Axotla García, M.N. Pineda Becerril, O. García León, D. Márquez Ortega, A. Aguilar Márquez, F.M. León Rodríguez

Universidad Nacional Autónoma de México, Facultad de Estudios Superiores Cuautitlán (MEXICO)
The use of Information and Communication Technologies (ICT) provides a cognitive setting in which graphical interfaces and virtual environments are integrated using software to model and simulate natural and physical phenomena.
The use of technological resources, especially the computer, favors the development of critical, analytical and reflective thinking, which improves analysis and display of contextual situations in the learning environment. This, in addition to promoting collaborative work enhances a significant learning, so it is important that teachers consider using these resources in their academic activities. Celia Hoyles [1], refers to these resources as tools of manipulation to graphical representations that have the ability to provide informative feedback.

In a learning environment where the use of computing resources has been implemented, the student and the teacher use the screen as a testing ground, in this field they can share data but not phenomena, as stated Balacheff [2], hence, watching the screen is not enough to study and understand a phenomenon, it is necessary to have prior knowledge and do systematic work in order to do so.

The use of ICT should be linked to the search for alternatives to better meet the needs in education, so they can be used in general and specific areas of knowledge. Therefore, informatics tools does not only involve handling the instrument but also a proper visualization of the scenarios where they are applied. According to Azinian [3], visualization and manipulation of elements allows a computerized transposition of knowledge in these environments.
In conclusion, the teacher can analyze the changes implied in the use of technologies to generate learning by discovery, in a guided fashion or through the implementation of practical exercises which guarantee acquiring a basic usage of information, thus ensuring the possibility of developing autonomous and adequate learning, to the interests and needs of the environment.
author = {Axotla Garc{\'{i}}a, J.C. and Pineda Becerril, M.N. and Garc{\'{i}}a Le{\'{o}}n, O. and M{\'{a}}rquez Ortega, D. and Aguilar M{\'{a}}rquez, A. and Le{\'{o}}n Rodr{\'{i}}guez, F.M.},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {344-347}}
AU - J.C. Axotla García AU - M.N. Pineda Becerril AU - O. García León AU - D. Márquez Ortega AU - A. Aguilar Márquez AU - F.M. León Rodríguez
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 344
EP - 347
ER -
J.C. Axotla García, M.N. Pineda Becerril, O. García León, D. Márquez Ortega, A. Aguilar Márquez, F.M. León Rodríguez (2012) DIGITAL RESOURCES IN EDUCATION, EDULEARN12 Proceedings, pp. 344-347.