Abstract:

In the Mexican National Education System the standardized measures like the National Assessment of Academic Achievement in Schools (ENLACE), Quality Exams and Educational Achievement (EXCALE) and PISA (Program for International Student Assessment) have shown that the learning deficit of Mexican students in basic skills such as mathematics and reading comprehension are not adequate for a society with sustainable growth. In view of this, the need arises to create support strategies for the teaching-learning process at the national and state level. In the case of the state of Campeche, located in the Mexican southeast. Regardless of the psycho pedagogical strategies, the state government has implemented various projects for the use of Information and communications technology (ICT) in schools. In Mexico, the penetration of ICT is relatively low (less than 30% of the population) but the weight of technology is increasing. These data suggest that students and teachers are permanent users of ICT. It is foreseeable that they handle fixed and mobile devices (computers, video game consoles, tablets, smart phones, etc.), that they consult pages, blogs, podcasts and that they know different platforms. ICT is a broad subject whose concept is evolving. Well used, ICT allow to improve teaching and learning processes. Among the projects implemented by the government of the state of Campeche is PowerChalk. PowerChalk is an interactive system for blended learning whose goal is to provide robust, reliable, usable and sustainable multimedia technology. PowerChalk has a modular programming architecture that allows adapting the system to any hardware configuration and supports collaboration, communication, creativity and different learning styles. This article shows the pedagogical, technological, economic, educational management and infrastructure advantages that PowerChalk can contribute to a primary school in southeastern Mexico.

Keywords:

Blended learning, Modular programming, Educational management.