About this paper

Appears in:
Pages: 2974-2982
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1671

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain


D.E. Vila-Rosado1, M. Esponda-Argüero1, R. Rojas1, H. Díaz-Martín2

1Freie Universität Berlin (GERMANY)
2Colegio de Bachilleres de Campeche (MEXICO)
The ultimate goals in education are the need for enhanced teaching-learning experiences from students and teachers and access to quality education. In this sense, technology is a option to reach these objectives. We define Educational technology as the effective use of technological tools in learning. The concept encompasses an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application (Garrison, D. R., 2011). The application of theories of human behavior to educational technology derives input from learning theory, educational psychology, and human performance technology. Among the different approaches in educational technology we focus on Blended Learning.

Blended Learning emerges like the overlap of online and face to face education. From this perspective, Blended learning is a solution to integrate the different kinds of technological advances with the interaction offered in the traditional learning. To meet the needs of this formal education program, several companies have get involved on the development of learning technology which has generated an expansion of scientific groups focusing on E-Learning systems, however, research shows that up to 60% of any kind of implementations have failed, despite improvements in technology, content development, increases knowdledge and awareness (Giotopoulus et all, 2005).

On the other hand, there are changes in the way that students learn, in the style of teachers to deliver their lessons and also the physical environments where it is held a teaching-learning process. Even, the role physical environments play in our learning is just beginning to be studied and understood. All these changes are motivated by the development of Learning technologies, and changing pedagogical methods. Per se, the technological evolution on Educational Technology emanates from users’ needs (teachers and students) but also from the surrounding socio-cultural and demographic change, climate variability, regulations, and aesthetic tendencies. In this context, "technological adaptability is crucial to support the building sustainability by ensuring users’ well being and safety (comfort, life quality, positive interaction....), long term value of the building (longevity, cost effectiveness, strong image, etc.) and functional efficiency (multi-functionality, Efficient physical and virtual connections, etc.)" (Nakib, F., 2010).

Based on the premise that adaptability is essential in all educational technology development; in the present paper we study the effects of implement a Blended Learning application called PowerChalk in a school environment with different kinds of needs. PowerChalk is a software based on modular programming that let us ameliorate quickly any problem in the system and evolve to new features to improve any E-learning process. The modular structure also enable a Distributed Software Development with a unexpected benefits from a pedagogical point of view. In the present paper we show the process of development and like a preliminary outcome, the pedagogical and technological benefits of Technological Adaptability in Educational Technology.
author = {Vila-Rosado, D.E. and Esponda-Arg{\"{u}}ero, M. and Rojas, R. and D{\'{i}}az-Mart{\'{i}}n, H.},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1671},
url = {http://dx.doi.org/10.21125/inted.2016.1671},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2974-2982}}
AU - D.E. Vila-Rosado AU - M. Esponda-Argüero AU - R. Rojas AU - H. Díaz-Martín
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1671
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2974
EP - 2982
ER -
D.E. Vila-Rosado, M. Esponda-Argüero, R. Rojas, H. Díaz-Martín (2016) TECHNOLOGICAL ADAPTABILITY IN EDUCATIONAL TECHNOLOGY: A CASE STUDY, INTED2016 Proceedings, pp. 2974-2982.