Abstract:

The incorporation of Information and Communication Technologies (ICT) in university training processes has made possible the adoption of new pedagogical strategies that favor the acquisition of knowledge in face-to-face and virtual environments, promoting the development of active methodologies and promoting autonomous work and collaborative processes by students (Adams Becker, et al., 2017; López and Hernández, 2016; Ahumada, 2013; López, 2013; Rodríguez, Escribano and Lara, 2009). The necessary adaptation of educational institutions to the technological changes in which today's society is immersed, highlights the necessity for innovation in educational structures, in teaching processes and in using technology in education at all levels.

This article presents a new model of structuring and relating the teaching-learning processes between the University and the School called Edicom: Educators in Co-working, in which university professors and elementary teachers participate in a co-working methodology and empower to university students and other teachers to help schools implement new methodologies with the support of information and communication technologies, as well as help in the process of educational innovation, in general.

Specifically, the implementation of the model is presented in a pilot case that consisted of two stages. Stage 1 takes place between the university and the school, in which, through co-working experiences among university professors and primary school teachers, students in initial teacher training help schools in this innovation process with the support of ICT . Stage 2 has an inter-school emphasis, since in order to guarantee the sustainability of the initiative, it is proposed that the same primary teachers participating in stage 1, who can transfer to other teachers from the same school and from other schools.

In this scenario the objective of this article is to present the pilot experience developed between the Ramon Llull University and the Ciutat Comtall School of Barcelona. In the initiative, developed under the flipped classroom methodology, participated students in initial teacher training from the Faculty of Psychology, Science Education and Sports, Blanquerna; and 6th grade students. In the first stage the curricular needs of both groups were detected. In the case of students in initial teacher training, the focus was on the use of applications for the design of activities for primary students, specifically to work on the three types of expression: stories, comic and video. In the school, focus was on strengthening and utilizing the concept of the present continuous and the simple past in the English language.

This descriptive study was developed during 2017 and led to the design of the EDICOM model, and its 5 phases, in which undergraduate and primary students work collaboratively, sharing spaces and time to teach and learn.

The results of the experience show, on the one hand, that the figure of the school teacher or teacher is diluted. On the other hand, the undergraduate and primary students work in a collaborative and cooperative way, learning from each other, changing roles, bringing the school closer to the university and contributing to the training of future teachers in a non-traditional environment.

Keywords:

EDICOM, Innovation, Schools, University, Initial Teacher Training.