Abstract:

The lack of motivation in the classroom is one of the main problems of education in Spain, and directly influences the student's learning process (Valle et al., 2006). In this sense, criticisms of Spanish educational institutions are reiterated. In particular the contents used in terms of selection, organization and work are considered as little relevant and motivating for students. Therefore, this situation increases the risk of losing interest in the learning process (Torres, 2013).

Education must evolve with respect to the traditional teaching model and turn into an integrated, social and collaborative process, where the student has an active role and can be part of their own learning (López, 2009). This process must be supported by virtual environments based on Information and Communication Technologies (ICTs), which allow increasing flexibility, communication and access and treatment of information.

According to the situation raised, the main objective of the paper is to analyze the usefulness of combining conventional and innovative teaching methodologies as a motivating factor in student learning. Thus, the traditional methodology based on explanations and use of traditional blackboard has been combined with the use of innovative methodologies oriented to ICTs, such as Prezi, YouTube, Facebook and Moodle. At the end of the experience (combining conventional and innovative teaching methodologies), the motivation of the students has been analyzed through a survey. Specifically a Likert scale quantitative survey has been applied, based on the studies of Cruz (2012), Ezpeleta (2014) and Górriz (2012). The survey has been carried out in an online format, using Google Drive support.

The analysis is focused on the didactic resources used in the Economics subject of the 1st year of High school, taught at the Secondary School Bahia de Almeria (Spain). The sample was composed of 43 students. The selection of the Economics subject is based on the fact that current economic situation cannot be understood through purely theoretical contents and far from reality. Thus, if the aim is to increase the students' motivation, we believe that the analysis of recent case studies (documented in videos, social networks, news, etc.) can be useful to understanding that Economics subject is not unconnected from today's economy.

Among the main conclusions, it is emphasized that students feel receptive to the use of new ICT tools that function as a dynamizing element in the classroom. However, at a more specific level, students perceive Facebook as a leisure resource away from teaching, which they prefer to use in their free time instead of linking it to educational contents. On the other hand, the importance to knowing the students, discovering their needs and designing a strategy to get a class that works together is stressed. Therefore, students can be motivated and taught with any type of resource. So, the motivation depends not so much on the tools than on the teacher's capacity for innovation.

Keywords:

Education, ICTs, virtual environments, Economy.