Citas bibligráficas
Guevara, J., (2019). Tecnologías de aprendizaje cognitivo y su influencia en el proceso de enseñanza aprendizaje del nivel secundaria en la I.E. N° 62172 “Jorge Alfonso Vásquez Reátegui”, localizado en la ciudad de Yurimaguas [Tesis, Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/3524
Guevara, J., Tecnologías de aprendizaje cognitivo y su influencia en el proceso de enseñanza aprendizaje del nivel secundaria en la I.E. N° 62172 “Jorge Alfonso Vásquez Reátegui”, localizado en la ciudad de Yurimaguas [Tesis]. PE: Universidad Nacional de San Martín. Fondo Editorial; 2019. http://hdl.handle.net/11458/3524
@misc{renati/1058501,
title = "Tecnologías de aprendizaje cognitivo y su influencia en el proceso de enseñanza aprendizaje del nivel secundaria en la I.E. N° 62172 “Jorge Alfonso Vásquez Reátegui”, localizado en la ciudad de Yurimaguas",
author = "Guevara Rojas, Jhoselyn Brigith",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2019"
}
The objective of this research is to evaluate the influence of the TAC in the teaching-learning process of the secondary level. To integrate the TAC within this process, the techno-pedagogical model was used, which evaluates three points: Technology, pedagogy and content. The maturity model was used, which helped to determine the influence of the TAC within the students' learning, the teaching of the teachers and the pedagogical model currently used. The sample included 229 students and 28 teachers, who participated in the pre-test that allowed to evaluate: the degree of knowledge about the TAC, the attitude towards the TAC, the time for the development of the learning with the TAC; the degree of relevance of the TAC methodology, the capacities and competencies that require TAC; also a post-test that allowed to analyze: the frequency of use of the TAC, degree of satisfaction with the use of the TAC, degree of influence of the TAC in the teaching-learning process, all this accompanied by the training on the TAC to teachers and students. The results obtained indicate that the TAC have a positive influence on the teaching-learning process, as long as it is based on a good techno-pedagogical methodology that integrates the technological part with the pedagogical one; Teachers and students must have a good training in the use of TAC within the teaching-learning process; Likewise, the TAC must be progressively integrated, taking into account the sessions, units and expected learning that are to be achieved in each academic cycle.
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons