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"Uso de los ordenadores Tablets PC en el aula" por Dª.Mª Pilar Garcia Mellado

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Subido el 18 de agosto de 2008 por EducaMadrid

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Ponencia de Dª.Mª Pilar Garcia Mellado : "Uso de los ordenadores Tablets PC en el aula", que forma parte del Congreso Nacional Internet en el Aula realizado el 27 de junio de 2008 en la sede de Madrid.

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XXX 00:00:00
Yes, good day to all of you.Here for all for your attendance 00:00:11
we are friends to istitute Pedral Galdós 00:00:16
Isitute of Secondary Science, in Mádori Capital 00:00:19
In the area north, to answer the question they asked 00:00:23
and the characteristics are different to the primary centers 00:00:26
the students are totally different, they are older boys 00:00:32
from the age of 14 00:00:37
we have in the order of 356 students 00:00:39
and in some cases with some special characteristics 00:00:43
such as the students who are compensatory 00:00:47
we have 17, integration, diversification, 23 00:00:50
that in their case requires a treatment 00:00:54
let's say different to the rest of the other students 00:00:57
therefore, when we put them in the tablet project 00:01:01
we thought that this project could be interesting 00:01:06
to help, above all, this type of students 00:01:10
who have some important learning needs 00:01:13
in many cases 00:01:17
we also have to tell that we have a percentage 00:01:18
not very high, but large, of foreign students 00:01:22
the difference in the cultural level 00:01:26
from some to others, according to the countries, is large 00:01:30
and then, well, all that has to be adapted to the students 00:01:33
has to be adapted to the learnings 00:01:36
so that they can carry out their studies in a, let's say, correct way 00:01:38
well, in the case, when we start with the tablets 00:01:45
well, the structure, the functioning is the same 00:01:49
we have, let's say, some protocols of functioning 00:01:52
well, the same as in a school, even if the children are older 00:01:55
it's the same, we have to keep the tablets in a closet 00:01:58
always have them permanently loaded 00:02:01
because, at any time, the teachers can make use of them 00:02:03
in the case they need it 00:02:07
there are always some protocols, you have to get together 00:02:09
so that there is, let's say, no conflict of interests 00:02:12
between different departments 00:02:16
well, what are the tablets being used at the moment? 00:02:18
at first, they are in the GLOBE project 00:02:25
which is a project about the atmosphere 00:02:27
they are dedicated in their classes to take data 00:02:30
we have a small meteorological station 00:02:34
well, there they are dedicated to take data 00:02:36
they work with the possibility 00:02:38
we have Wi-Fi all over the center 00:02:40
so they can take the tablets to the street 00:02:42
let's say, inside the enclosure 00:02:46
they can use them and there is no problem 00:02:48
if they want to download data or connect to the Internet 00:02:50
they can do it 00:02:53
well, it has also been used, in some way 00:02:55
to teach the students when they come to the center 00:02:57
the students of the schools 00:03:00
well, they are taught that we have some wonders 00:03:02
which are called PC tables 00:03:04
and then, of course, what we talked about before 00:03:06
which is the issue of attention to the student 00:03:09
with special educational needs 00:03:11
I have told you that we have... 00:03:15
well, yes, there are a lot of students 00:03:17
approximately 64 or 65 students 00:03:19
both integration, compensation and diversification 00:03:24
and there is where perhaps the most important part of the use is 00:03:28
by the institute of the tablets 00:03:32
well, then, where are they usually used? 00:03:34
where are they being used more at the moment? 00:03:37
well, in science of nature 00:03:39
in technology 00:03:41
in the scientific and technological field of diversification 00:03:42
in the image and expression of the room 00:03:45
even in the first year of high school 00:03:47
in the workshops of electronic electricity 00:03:49
which then my colleagues will explain 00:03:51
the use by them 00:03:53
well, alternative to religion and fitness 00:03:55
we have a group 00:03:58
well, we have two groups 00:03:59
of a module of higher cycle 00:04:01
which does have it 00:04:03
it is also being tried to introduce 00:04:05
the use of the tablet in the French literature 00:04:09
and in social sciences 00:04:11
well, other punctual courses 00:04:14
well, on the day of the book 00:04:16
work is being prepared 00:04:17
which are exposed in each of the tables 00:04:18
throughout the center 00:04:20
so that the students of other courses 00:04:21
can see them 00:04:23
and can... 00:04:24
well, enjoy them 00:04:26
well, the absence of attendance 00:04:28
are already very punctual things 00:04:29
and well, preparation of classes 00:04:31
in some case 00:04:32
that the teachers of the center need 00:04:33
well 00:04:36
I leave you now 00:04:37
I leave you now 00:04:39
with my colleagues 00:04:40
who are the ones who know the most 00:04:41
Hello, good morning 00:04:43
this project arose 00:04:45
through the Department of Orientation 00:04:47
in the face of the need that we had 00:04:49
as César has told you 00:04:51
of attending individually to many children 00:04:52
and also 00:04:55
when it comes to communicating 00:04:56
and agreeing 00:04:58
different departments 00:04:59
that in an institute 00:05:01
we act in a very independent way 00:05:02
for this you will see 00:05:04
that we have objectives 00:05:05
advantages and disadvantages 00:05:06
both focused on the students 00:05:07
and focused on the teachers 00:05:09
we needed a way 00:05:11
a resource that would unite us all 00:05:13
that was a totally different resource 00:05:15
so that we could all 00:05:17
investigate 00:05:19
students and teachers 00:05:20
we needed learnings 00:05:22
that were much more functional 00:05:24
and realistic 00:05:26
the possibility given 00:05:27
the constant use of new technologies 00:05:29
the possibility of access to the internet 00:05:32
allows us to see in real time 00:05:34
what is happening 00:05:36
or any type of experiences 00:05:38
much more real and concrete 00:05:40
it also allowed us 00:05:43
to do a variety of activities 00:05:45
within the same classroom 00:05:47
without having to take the children 00:05:48
from one side to the other 00:05:50
and on the other hand 00:05:51
the most important part 00:05:52
allowed us to reflect 00:05:53
to all the teachers 00:05:55
about the educational practice 00:05:56
what advantages did the PC give us? 00:06:00
the greater participation of the student 00:06:02
the greater autonomy of the student 00:06:04
the part of self-correction 00:06:06
is fundamental 00:06:08
in some students of ESO 00:06:10
much greater motivation 00:06:12
and the search for new resources 00:06:14
by all 00:06:16
the rupture of monotony 00:06:17
and that also gave us 00:06:19
the possibility of learning 00:06:21
here you have different 00:06:23
methodologies that we have used 00:06:25
this is a master class 00:06:27
this is what I say 00:06:30
that is a teacher 00:06:32
that is, an adult 00:06:34
and these here are our students 00:06:36
this is a normalized class 00:06:38
the difficulty we had here 00:06:40
was to attend 00:06:42
to a heterogeneity 00:06:44
that is increasingly higher 00:06:46
especially in public centers 00:06:48
and institutes 00:06:50
what advantages does this class give us? 00:06:51
it gives cohesion to the group 00:06:53
and the students, deep down, like it 00:06:55
everything that means change 00:06:57
makes us nervous adults and students 00:06:59
what did we do here? 00:07:01
we put our PC tablet 00:07:03
we have it here 00:07:05
and here we have a cannon 00:07:07
with which we have an adult 00:07:09
who is explaining us 00:07:11
certain activities 00:07:13
put inside other activities 00:07:15
that he is using 00:07:17
he uses the blackboard 00:07:19
and also uses the tablet 00:07:21
it allowed us to do activities 00:07:23
of a large group, of short duration 00:07:25
and we also had 00:07:27
a bibliography to the explanation 00:07:29
and also allows us 00:07:31
the individual contribution of the student 00:07:33
that being a tablet 00:07:35
not only a laptop 00:07:37
but a tablet allows you to write 00:07:39
save the changes 00:07:41
and a greater participation of all of them 00:07:43
this is an example that Merche explains 00:07:45
good morning to all 00:07:47
I have used a lot 00:07:49
the tablets in the technology course 00:07:51
for example, this is a web page 00:07:53
called Tezno 1218 00:07:55
that contains a lot of mini-units 00:07:57
that cover all the contents 00:07:59
of the secondary school 00:08:01
the four secondary courses 00:08:03
then these mini-units 00:08:05
have a theoretical initial part 00:08:07
but the important thing is that it brings 00:08:09
dynamic images that are moving 00:08:11
for example, if we give the plastics 00:08:13
you can see how the machine heats the plastic 00:08:15
it melts, a mold is made 00:08:17
it takes the shape of the mold 00:08:19
and the kids, when they see it graphically 00:08:21
they learn much more 00:08:23
then comes a series of questions 00:08:25
at the end that work 00:08:27
just like videogames 00:08:29
if they answer all the questions well 00:08:31
they skip the screen 00:08:33
but if they answer badly, they have to read everything again 00:08:35
so this makes 00:08:37
even the most disruptive students 00:08:39
get hooked and want to skip the screen 00:08:41
so they read everything 00:08:43
they pay attention to the drawings 00:08:45
and well 00:08:47
it is quite useful 00:08:49
the methodology that we have used 00:08:51
has been different 00:08:53
either we have used the cannon 00:08:55
we have projected the theoretical part 00:08:57
and after the theoretical part 00:08:59
the kids with the tablets 00:09:01
have done the questions 00:09:03
or directly 00:09:05
we have taken other types of web pages 00:09:07
we have projected them 00:09:09
and then they have worked with the laptops 00:09:11
in groups of two or three 00:09:13
well, this is another 00:09:17
use of tablets 00:09:19
we have separated 00:09:21
this is a great achievement 00:09:23
of an institute 00:09:25
we don't usually do this 00:09:27
with the students 00:09:29
we have here the adult 00:09:31
and groups of students 00:09:33
this allows us 00:09:37
that the adult can do micro-interventions 00:09:39
in a much more direct way 00:09:41
we have put here the PC tablets 00:09:47
this allows us 00:09:49
that this group has more autonomy 00:09:51
so those who are doing another activity 00:09:53
allow the adult 00:09:55
to go from here to there 00:09:57
while those have the self-correction factor 00:09:59
on the other hand, it also allows us 00:10:01
that those can have a more direct activity 00:10:03
and those here 00:10:05
can have the presence of the adult 00:10:07
different proposals are allowed 00:10:09
and functional possibilities 00:10:11
are allowed 00:10:13
with technological support 00:10:15
this allows us to move 00:10:17
a whole class 00:10:19
with what this means 00:10:21
in an institute 00:10:23
to any other classroom 00:10:25
what needs does this require? 00:10:27
well, of course, that the activities 00:10:29
are very well motivated 00:10:31
or that they are very attractive 00:10:33
and that they are well organized 00:10:35
that they are well proposed 00:10:37
and it is necessary that the adult 00:10:39
knows very well the methodology 00:10:41
and the material 00:10:43
this is the same 00:10:45
but here the students are moving 00:10:47
from one activity to another 00:10:49
notice that the classes in an institute 00:10:51
are usually 50 minutes 00:10:53
if we had to do this 00:10:55
changing the students of the classroom 00:10:57
it would not give us time 00:10:59
while here we can have an activity 00:11:01
of 10 minutes and a quarter of an hour 00:11:03
another activity of 10 minutes and a quarter of an hour 00:11:05
and the students pass 00:11:07
logically 00:11:09
this requires a lot of planning 00:11:11
well, for example, in the technology room 00:11:13
when we talk about robotics 00:11:15
as you can see in the pictures 00:11:17
we have the tablet 00:11:19
inside the tablet we have installed 00:11:21
two operating systems, Windows and Mac 00:11:23
inside Mac, in programs 00:11:25
there is a section of educational programs 00:11:27
and we have RoboLinux 00:11:29
RoboLinux allows 00:11:31
programming in the four basic levels 00:11:33
of robotics 00:11:35
as in the institute we only have 00:11:37
three robotics teams 00:11:39
if there are 20 students 00:11:41
7 students to build a car are excessive 00:11:43
so what we do is divide the class 00:11:45
in two halves 00:11:47
one half makes the robots 00:11:49
and the other half learns to program 00:11:51
when they have done this 00:11:53
then I exchange them 00:11:55
so that those who have learned to program 00:11:57
build and the others learn programming 00:11:59
as they are activities that they like 00:12:01
equally, they are very balanced activities 00:12:03
because it can be combined 00:12:05
then if the robot is mounted 00:12:07
the program is passed 00:12:09
to see if it works 00:12:11
if it fails, as we have the laptops 00:12:13
we can correct it in situ 00:12:15
and reload it and pass 00:12:17
and see if it works better 00:12:19
we do not have to go to the computer room 00:12:21
to do the rectification 00:12:23
take the robots and go back 00:12:25
to test them 00:12:27
and here we have a video with an example 00:12:29
of a car that crosses a barrier 00:12:31
the video does not work 00:12:33
it does not work 00:12:35
I escape and look for it 00:12:39
I have it here 00:12:45
the car crosses 00:12:47
an infrared barrier 00:12:49
it is seen 00:12:51
that the computer 00:12:53
is connected 00:12:55
to the infrared port 00:12:57
the program is passed 00:12:59
when it crosses the barrier 00:13:01
the door opens, the car enters 00:13:03
and the background noise 00:13:05
of the workshop 00:13:07
this although it seems very simple 00:13:09
then in reality 00:13:11
when they are doing it 00:13:13
it takes a long time 00:13:15
another methodology 00:13:19
that we have tried 00:13:21
to introduce in the ISTI 00:13:23
is the small group 00:13:25
two or three students 00:13:27
per laptop 00:13:29
all perform the same activity 00:13:31
and what happens 00:13:33
is that my classmates 00:13:35
try to use 00:13:37
this for problems 00:13:39
of coexistence 00:13:41
or for problems of different types 00:13:43
of learning 00:13:45
in another subject 00:13:49
in the electricity workshop 00:13:51
what we have are some scripts 00:13:53
for the realization of practices 00:13:55
then in those scripts 00:13:57
we have to mount a circuit on a board 00:13:59
then we have to check them 00:14:01
also in a simulator 00:14:03
the same thing happens 00:14:05
that if we have to go to computer 00:14:07
to use the simulator 00:14:09
and then we go to the workshop 00:14:11
to mount the circuit 00:14:13
we lose a lot of time 00:14:15
and then each group 00:14:17
takes a different rhythm of work 00:14:19
I program to do five practices in a row 00:14:21
and each group can take 00:14:23
a different rhythm 00:14:25
this is an example 00:14:28
of a circuit that is mounted 00:14:30
and then the same circuit is mounted 00:14:32
in the computer 00:14:34
and so they check it on the site 00:14:36
in our institute we also work 00:14:40
with students with different educational needs 00:14:42
and with integration students 00:14:46
with deficiencies 00:14:48
both mental and physical 00:14:50
this allows the Stablex PC 00:14:54
to form groups 00:14:57
of different levels 00:14:59
it also allows to work 00:15:03
with student tutoring 00:15:05
that is also fundamental 00:15:07
that is, a student who is more advanced 00:15:09
than another in a certain way 00:15:11
or a certain knowledge 00:15:13
can be a tutor for the next 00:15:15
also self-evaluation is increased 00:15:17
that those of you who work with students 00:15:19
with educational needs 00:15:21
you know that it is more worrying 00:15:23
to create your own activities 00:15:26
with ease 00:15:28
well, the integration students 00:15:30
were divided into two groups 00:15:32
and one hour a week 00:15:34
they worked with laptops 00:15:36
they only have time to work 00:15:38
with Jotaclick 00:15:40
but the most important advantage 00:15:42
is that being eight students 00:15:44
in each of the groups 00:15:46
each one had a laptop 00:15:48
and the therapeutic teacher 00:15:50
prepared an activity 00:15:52
Pilar, excuse me a moment 00:15:54
one minute, ok? 00:15:56
Ok, thank you 00:15:58
Let's see 00:16:00
the participation of two students 00:16:02
is also fundamental to be able 00:16:04
to use the Stablex 00:16:06
sometimes this is usually the 00:16:08
compensation or integration teacher 00:16:10
who usually gets in 00:16:12
together with the student 00:16:14
with the other teacher in the classroom 00:16:16
we have here an example of fitness 00:16:18
we have put two teachers 00:16:20
to prepare a webcast 00:16:22
but only in three sessions 00:16:24
then the students already knew 00:16:26
what the methodology was 00:16:28
and they already continued with a single teacher 00:16:30
And we are going to finish 00:16:32
we have here 00:16:34
a slide of the advantages 00:16:36
of using the Stablex 00:16:38
it greatly increases interest and motivation 00:16:40
the ability to manage 00:16:42
does not always correlate 00:16:44
with the ability of the most academic 00:16:46
learnings that are taught in the institute 00:16:48
this greatly increases 00:16:50
the self-image of some people 00:16:52
or some students 00:16:54
it is a very valuable tool 00:16:56
in cooperative work methodologies 00:16:58
and provokes self-evaluation 00:17:00
the advantages for the adult 00:17:02
it is very useful 00:17:04
for all kinds of activities 00:17:06
here, above all, we have presented 00:17:08
some of technology 00:17:10
but it has been used in everything 00:17:12
in tutoring, in geography 00:17:14
in a lot of activities 00:17:16
it has formed a group of work 00:17:18
with the professors of the institute 00:17:20
that we have managed to reflect 00:17:22
on what we are doing 00:17:24
with the students 00:17:26
and it breaks down the routine 00:17:28
and causes change, which is something fundamental 00:17:30
the disadvantages that also exist 00:17:32
the Wi-Fi does not always work 00:17:34
with which it is a difficulty 00:17:36
in some classrooms 00:17:38
cannons are needed 00:17:40
a lot of time is needed 00:17:42
to prepare the material 00:17:44
and the number of people 00:17:46
we are talking about institutes 00:17:48
that some are much higher than me 00:17:50
and much bigger 00:17:52
two students per PC 00:17:54
almost does not fit 00:17:56
and continuous use requires 00:17:58
that we are very well organized 00:18:00
by the adult it requires 00:18:02
an exhaustive planning 00:18:04
it requires a lot, it happens 00:18:06
by the professionals who use it 00:18:08
it requires training 00:18:10
although the Madrid community 00:18:12
requires the use 00:18:14
of very rigid protocols 00:18:16
and that they are assumed and teachers 00:18:18
very clear routines 00:18:20
and very rigid 00:18:22
and when we work in several departments 00:18:24
it requires that we agree 00:18:26
with each other 00:18:28
what advantages does the tablet have over another PC? 00:18:30
that it is small, that it is very easy to transport 00:18:32
it is very easy to handle 00:18:34
it has multiple applications 00:18:36
allows the turn of the screen 00:18:38
allows the possibility of putting a tripod 00:18:40
and also the use 00:18:42
of a free language 00:18:44
as it can be 00:18:46
the Max has allowed us 00:18:48
to access many things 00:18:50
without having to be constantly 00:18:52
paying copyright 00:18:54
Well, I hope you like it 00:18:56
Thank you very much 00:18:58
for your assistance 00:19:00
and we want to thank 00:19:02
Carolina de Miguel for having supported us 00:19:04
in the project 00:19:06
with so much love and so much effort 00:19:08
Thank you 00:19:10
Valoración:
  • 1
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Eres el primero. Inicia sesión para valorar el vídeo.
Idioma/s:
es
Autor/es:
Dª.Mª Pilar Garcia Mellado
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
748
Fecha:
18 de agosto de 2008 - 9:30
Visibilidad:
Público
Enlace Relacionado:
Ministerio de Industria, Turismo y Comercio, a través de la Entidad Pública Empresarial red.es; Ministerio de Educación, Política Social y Deporte; Consejerías de Educación de las Comunidades Autónomas.
Descripción ampliada:
Ponencia de Dª.Mª Pilar Garcia Mellado : "Uso de los ordenadores Tablets PC en el aula", que forma parte del Congreso Nacional Internet en el Aula realizado el 27 de junio de 2008 en la sede de Madrid dentro del Congreso Nacional Internet en el Aula (Importancia de las TIC en las Aulas).
Duración:
19′ 21″
Relación de aspecto:
5:4 Es el estándar al cual pertenece la resolución 1280x1024, usado en pantallas de 17". Este estándar también es un rectángulo.
Resolución:
360x288 píxeles
Tamaño:
54.66 MBytes

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