Abstract:

We live in an increasingly digitalized world, in which all areas, both professional and every day, are constantly evolving. All this change is due to the birth of Web 2.0, which englobes all these new teaching applications, while allowing its use (Heydarian et to the., 2015).
Currently, we can enjoy a large number of applications, electronic gadgets and new teaching methodologies that are based on this technological boom, involving new practices for both teachers and students (Huang et al., 2013).

Some of these new applications that help energize and facilitate the educational process are the following: first, the Class Dojo application, which from smartphones or tablets allows students to score based on criteria decided by the teacher , customize classes, monitor student attendance and allow parents to create an account to track their children, among many other functions ( Maclean-Blevins & Muilenburg, 2013 ). Then, we find Kahoot, which works with the mechanism of a quiz. It serves to make a contest among students, and rate whether you choose the correct option as well as the reaction time, to finally a ranking scores each participant (Rodríguez-Fernández, 2017) . Finally, the last application is Trello, which consists of a platform that can be used by both students or teachers. Here you can manage different tasks, such as uploading jobs, publishing news, and interacting with other members (Delgado & Mas, 2014).

Thus, the advantages of these new resources are numerous, since in addition to energizing and facilitating the educational process, they allow for greater interaction between teachers and students, increasing the involvement and interest of students.

References:
[1] Delgado, A., Mesquida, AL, & Mas, A. (2014). Use of Trello to track the learning of work teams. Days of University Teaching of Informatics (20es: 2014: Oviedo).
[2] Heydarian, Arsalan et al. Immersive virtual environments versus physical built environments: a benchmarking study for building design and user-built environment explorations. Automation in Construction, Amsterdam, v. 54, p. 116-126, 2015.
[3] Huang, Wen Hao; HOOD, Denice; YOO, Sun Joo . Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. Internet and Higher Education, Amsterdam, v. 16, p. 57-65, 2013.
[4] Maclean-Blevins, A., & Muilenburg, L. (2013,). Using Class Dojo to support student self-regulation. In edmedia + Innovate Learning (pp. 1684-1689). Association for the Advancement of Computing in Education (AACE).
[5] Rodríguez-Fernández, L. (2017). Smartphones and learning: the use of Kahoot in the university classroom.

Keywords:

Education, Applications, Methodologies.