Abstract:

One of the factors that have transformed the role of teachers is the so-called Web 2.0, which has changed their function from mere consumers of materials offered by various portals to also turning them into active participants in content creation, both individually and collaboratively.

The set of websites related to education can have a dual purpose: informative, such as institutional websites and educational resource and databases; or they can be websites for training purposes, such as online learning environments and educational intranets, which offer restricted access usually requiring a password and web teaching materials or teaching websites that offer material designed and developed specifically to be used in a teaching-learning process and that use the Web as a dissemination and access strategy and that are usually developed by teachers for the teaching of their subject matter and/or course [1].

On the other hand, a blog is a dynamic web space updated periodically and storing articles/entries chronologically. Multiple authors can collaborate as editors, and it allows interaction with users through comments.

There are various blogging platforms, such as Blogger or WordPress, that offer free services and enable the creation of blogs with different applications: classroom blogs, educational resource blogs, teacher blogs, student blog, etc. The ease of use, the ability to share texts, images, sound, and videos, combined with interaction between the publisher and visitors, makes blogs a powerful educational resource accessible to both teachers and students.

The following paper aims to explore the utility of educational websites and blogs as tools in the teaching and learning process of Organic Chemistry subjects.

In this context, we present the website "Organic Chemistry in Infographics", in which different multimedia materials are available, such as infographics, videos, games, interactive presentations, and a blog in which through the use of categories and labels gives students the possibility of having organized the contents of Organic Chemistry subjects constituting an important support to face-to-face teaching. Moreover, being a tool with global access, it not only allows the interaction of the teacher with the student but also with any other person who views the website.

References:
[1] M.A. Moreira, “De los webs educativos al material didáctico web”. Comunicación y pedagogía, 188, pp.32-38, 2003.
[2] Y. T. Rodríguez, and A. R. Mulet, “Los blogs educativos como recurso didáctico en el proceso de enseñanza-aprendizaje de la historia”. Revista Boletín Redipe, vol. 5, no. 9, pp. 73-81, 2016.

Keywords:

Website, blogs, digital technologies, digital resources.