Abstract:

The contexts and demands of today's societies indicate the need to incorporate new technologies in teaching and learning processes, which in turn has generated the need to think of new ways of teaching and learning. Along these lines, active methodologies have become especially relevant, for example, in the current context of Covid19, where directed classroom processes have become more autonomous, which have required changes not only in implementation and evaluation, but that also in the design and selection of resources, given the reality of greater autonomy in learning processes. Experience shows that the incorporation of active methodologies and ICT resources presents a series of opportunities to improve and innovate in teaching and learning. This research collects information related to the design and implementation of a training experience in the context of active methodologies and use of ICT resources prior to Covi19. However, this experience taught us that given the breadth and diversity of resources and active methodologies, it is possible to achieve objectives and accompany the student in the learning process and, it is what we do now.

We developed the experience with a total of 43 students distributed in three areas of vocational technical training (electricity, computer science and health-therapist) and we used various instruments (questionnaires) and ICT resources, gamification. Specifically, an ICT perception questionnaire and an understanding and skills development questionnaire. Three didactic units were also designed in which we incorporated the use of ICT resources (crocodile, mathpapa, proxmox and kahoot) and specifications of the curricular aspects of content, methodology (activities) and evaluation. Each didactic unit was designed according to technical training area and subject (installation of electrical equipment, system security and algebra).

The results show a positive change in perception, an advance in the understanding of the different concepts and in the development of skills. We observed an increase in the perception of the use of ICT in 7% (domain), 10% (use) and 8% (value), after the activities were carried out, with acumulative positive value of 16.3%. In addition, we were able to observe an advance between the initial and final phase, regarding the value of ICT to develop activities and promote autonomy, with decreases of 50% in the variance and an increase in the consensus (46%), regarding the contribution of ICTs to develop activities and training (0.22, variance). For concepts, the increase was 16% and for skills development 24% (application).

The use of active methodologies shows us that an adequate and pertinent design that integrates different resources and promotes autonomy, generates a positive perception towards the use of ICT methodologies and resources themselves. In fact, even when we observe differences between the technical training areas, the students respond positively and obtain better results. A majority showed progress in skill development. From this experience we can point out that there is a dependency and necessary articulation between both, active methodologies and ICT resources, transforming this into a synergy that promotes participation, motivation, autonomy and learning, all aspects that students are expected to develop in the current training contexts, in addition to posing new challenges for the teacher professional development.

Keywords:

Active methodologies, ICT, perception, vocational technical training, teacher professional development, gamification.