Uso del Power Point como estrategia de aprendizaje en los estudiantes de segundo año de educación básica de la Unidad Educativa Monterrey del cantón Babahoyo provincia de Los Ríos
| dc.contributor.advisor | Vivero Quintero, César Efrén | |
| dc.contributor.author | Briones Chuquiana, Carla Mercedes | |
| dc.date.accessioned | 2021-06-23T14:58:00Z | |
| dc.date.available | 2021-06-23T14:58:00Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/9904 | |
| dc.description | The use of digital presentations in teaching has spread widely. To do so, it is necessary to take into account certain didactic, methodological, pedagogical and even psychological aspects that make the transfer of technology from a work area to a study area feasible. For this reason, the most salient characteristics of the PowerPoint presentations, both formal and conceptual, are reviewed, highlighting the aspects that must be taken into account for their preparation and their correct use in the classroom. The most frequent errors in their use are also indicated, indicating, in addition, how these can be overcome. Among student-centered didactic approaches, what is essential is that the student can actively create and participate. If we plan activities that have to do with discovery learning or meaningful learning, we can undoubtedly encourage our students to use digital tools as a learning strategy that involves them in environments of analysis and reflection that allow them to build their own knowledge. Through this tool, learning communities with common interests and groups with similar themes are being created. The use of technological tools in teaching implies a new conception in the capacities of the students in which not only their intellectual aptitudes are considered, but also all those that account for their integral formation. Among the most relevant aspects generated by new technologies are those related to facing the requirements and difficulties to access, handle and use information, which implies: knowing how to use the internet, knowing search strategies, access and knowing how to use the information, have the ability to synthesize and organize and systematize and finally, have the ability to assess compliance with information needs. | es_ES |
| dc.description | The use of digital presentations in teaching has spread widely. To do so, it is necessary to take into account certain didactic, methodological, pedagogical and even psychological aspects that make the transfer of technology from a work area to a study area feasible. For this reason, the most salient characteristics of the PowerPoint presentations, both formal and conceptual, are reviewed, highlighting the aspects that must be taken into account for their preparation and their correct use in the classroom. The most frequent errors in their use are also indicated, indicating, in addition, how these can be overcome. Among student-centered didactic approaches, what is essential is that the student can actively create and participate. If we plan activities that have to do with discovery learning or meaningful learning, we can undoubtedly encourage our students to use digital tools as a learning strategy that involves them in environments of analysis and reflection that allow them to build their own knowledge. Through this tool, learning communities with common interests and groups with similar themes are being created. The use of technological tools in teaching implies a new conception in the capacities of the students in which not only their intellectual aptitudes are considered, but also all those that account for their integral formation. Among the most relevant aspects generated by new technologies are those related to facing the requirements and difficulties to access, handle and use information, which implies: knowing how to use the internet, knowing search strategies, access and knowing how to use the information, have the ability to synthesize and organize and systematize and finally, have the ability to assess compliance with information needs. | es_ES |
| dc.description.abstract | El uso de las presentaciones digitales en la enseñanza se ha extendido ampliamente. Para hacerlo se requiere tomar en cuenta ciertos aspectos didácticos, metodológicos, pedagógicos e incluso psicológicos que viabilicen la transferencia de la tecnología de un área de trabajo a un área de estudio. Por ello se repasan las características más importantes de las presentaciones en Power Point, tanto formales como conceptuales, resaltando los aspectos que deben tenerse en cuenta para su elaboración y su empleo correcto en el aula. Se señalan también los errores más frecuentes en su empleo, indicando, además, cómo estos pueden ser superados. A través de esta herramienta se están creando comunidades de aprendizaje con intereses comunes y grupos con temas afines. Entre los enfoques didácticos centrados en el estudiante, lo esencial es que el alumno pueda crear y participar activamente. Si planeamos actividades que tengan que ver con el aprendizaje por descubrimiento o el aprendizaje significativo, podremos sin duda propiciar que nuestros estudiantes utilicen herramientas digitales como estrategia de aprendizaje que los involucre en entornos de análisis y reflexión que les permita construir su propio conocimiento. El uso de herramientas tecnológicas en la docencia implica una nueva concepción en las capacidades de los estudiantes en la que se consideran no solo sus aptitudes intelectuales sino también todas aquellas que dan cuenta de su formación integral. Entre los aspectos más relevantes que generan las nuevas tecnologías están aquellos relacionados con enfrentar los requerimientos y las dificultades para acceder, manejar y utilizar la información, lo que implica: saber utilizar internet, conocer estrategias de búsqueda, de acceso y saber usar la información, tener capacidad de síntesis y de organizar y sistematizar y por último, tener la capacidad de evaluar el cumplimiento de las necesidades de información. | es_ES |
| dc.format.extent | 31 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2021 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Presentaciones audiovisuales | es_ES |
| dc.subject | Enfoques didácticos | es_ES |
| dc.subject | Relación profesor estudiante | es_ES |
| dc.subject | Elementos visuales | es_ES |
| dc.title | Uso del Power Point como estrategia de aprendizaje en los estudiantes de segundo año de educación básica de la Unidad Educativa Monterrey del cantón Babahoyo provincia de Los Ríos | es_ES |
| dc.type | bachelorThesis | es_ES |
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Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 Ecuador