Dra. Badilla-Quintana, María Graciela

This paper explores data retrieved from Educational Immersive Virtual Worlds to describe pre-service teachers’ skills and perceptions about the simulation tasks. This project had 10 participants who were immersed for 3 years in the Technology and Pedagogical Models in Immersive Worlds island, a multi-user virtual environment in Second Life and Open Simulator. In this project, we evaluated how three-dimensional virtual environments can facilitate the achievement of teaching and learning processes. Based on quantitative and qualitative methodologies, two data collection instruments were applied. Through observation grids and personal log books, professional performance of the 18 pedagogical challenges implemented was collected. The statistical analysis shows that the students improved their technology skills and educational aspects about good practices in classes, regardless of the type of platform used. The analysis through Constant Comparing Method reported a positive assessment of the use of virtual environments, especially about the use of teaching strategies. Main conclusions regarding the pedagogical context reflect the importance of peer assessment on teaching performance, as well as the complexity of role-plays as intellectual challenges to enhance pre-service teachers’ skills. The main difficulties identified during the development of the activities were technical in nature, reporting hardware and connectivity issues.

This article seeks to provide a view on the process of curricular integration of ICTs (Information and Communication Technologies) in higher education, throughout the submission of proposals of how to use some of these resources, with practical examples of its implementation in the learning process of students in subjects from the Initial Teacher Training and Geological Civil Engineering major at the Universidad Católica de la Santísima Concepción in Chile. Furthermore, the innovative and educational experiences mediated by ICT, described in this paper, allow us to visualize the important role that institutions of higher education play, not only in the training of future professionals making an emphasis on the digital skills necessary for their development in the XXI century, but also as suitable spaces for development and ongoing training of teachers with innovative methodological strategies that facilitate and enhance the educational process.

La formación de docentes competentes en el uso de las Tecnologías de Información y Comunicación (TIC), tanto a nivel de usuario avanzado como en su utilización pedagógica que implica la planificación, implementación y evaluación de actividades de enseñanza-aprendizaje, es un desafío que las instituciones formadoras están obligadas a abordar en el corto plazo para dar cumplimiento a las exigencias impuestas por el Ministerio de Educación (MINEDUC) en los Estándares Pedagógicos, Disciplinarios y Estándares TIC. Esta intervención fue realizada a una población de 30 estudiantes de tercer semestre de la carrera de Pedagogía en Ciencias de una Universidad Regional de Investigación, cuyo objetivo fue “Evaluar la apropiación de Habilidades TIC en estudiantes de Pedagogía en Ciencias de una Universidad Regional de Investigación a través de la implementación y evaluación de la enseñanza utilizando materiales didácticos multimediales soportados en una plataforma virtual”. Para ello se diseñó un set de materiales que se trabajó con los/las estudiantes a través de la Plataforma Virtual ARCO en la asignatura de Computación y que apuntó al desarrollo de las habilidades TIC evaluadas por la Prueba Inicia TIC en Ambiente Pedagógico, que aplica el MINEDUC CHILE a los/las egresados de pedagogía cada año.

The use of videogames in the educational area has taken a bigger role among kids, adolescents and adults, being considered a relevant element, leaving behind its playful look at leisure. Particularly in Chile, thanks to the integration of ICT, several tools like didactic presentation programs or mobile apps facilitate the teaching and learning process of a second language like English. The aim of this research is to describe the design of an educative videogame and to describe the validation process of the Word-y contents which are associated to learning vocabulary in English. The design has been developed using the incremental prototype model’ using the free version of Construct2 software. As projections, the future work implies improve the first prototype applying a content survey to 30 English teachers and educational informatics experts.

Videogames have taken an important role on children and adolescents through the years and gradually took a significant gap in education, leaving out its playful look at leisure. Particularly in Chile, thanks to the integration of Information and Communication Technologies (ICT), several tools like didactic presentation programs or mobile apps facilitate the teaching and learning process of a second language like English. The aim of this research is to describe the design of an educative videogame and to describe the validation process of the Word-y contents which are associated to learning vocabulary in English. The design has been developed using the incremental prototype model' using the free version of Construct2 software. As projections, the future work implies improve the first prototype applying a content survey to 30 English teachers and users.

The strong connection between technologies and globalization has made the phenomenon of interculturality increase at a global level. The aim was to determine the perception of teachers and students in the use of a Model of Talent Management for interculturality. A virtual learning environment (VLE) was used to link teachers and students of 5 schools in disadvantaged context of Chile through collaborative learning. The research is interpretive and positivist based on qualitative method approach, with quantitative contributions. Results show that talents of the students contribute to the formation of cultural identity that gives uniqueness to the human group to which they belong and the perception of teachers is that the phenomena of acculturation, enculturation and transculturation processes occur in learning linked to the management of the talents of students in intercultural contexts. With respect to the proposed model, trends indicate that it is possible to diagnose and promote talent through collaborative learning and intercultural dialogue. As for technology, it could be argued that it has reshaped relations between different cultures.

Dans cet article, on explore les caractéristiques assumées par les personnes qui participent au pacte communicatif sous forme de témoignage, en recherchant à la fois, au sein du sujet de la subalternité dans le postmodernisme, le problème éthique de la représentation des marginaux et celui de l’énonciation. L’examen du rôle appartenant à l’intellectuel qui parle pour remplacer l’autre, soulève la question suivante : est-il légitime que la voix du subalterne soit représentée par le discours d’un étranger ? Cela amène la deuxième question : quelle est la responsabilité de l’intellectuel dans la construction du sujet subalterne du postmodernisme?

The initial training of quality teachers is seen as a key to improving the learning outcomes of students in Chile. The TYMMI project is one of the initiatives being developed to provide a space for simulation for teaching practices in immersive virtual environments in Second Life and Open Sim. Initial Teachers Training belong to the School of Education at the Universidad Católica de la Santísima Concepción, participated during 2014 in the implementation of challenges, based on a pedagogical model and teaching strategies such as role play and problem-based learning. Through direct observation and blogs, the results show that participants have an important domain in the pedagogical and technological interaction. Despite the perception of the technical difficulties of using platforms, students emphasize that the experience has been supportive along their teaching practices, and it has allowed them to reinforce subject content, which poses a very motivating intellectual and technological challenge.

Mobile devices are efficient tools of language learning since they enable students to learn and practice anywhere and anytime with personalized content and progress. The article analyzes the incorporation of the use of mobile devices for teaching English as a second language in higher education. This research was developed on a positivist paradigm, with a descriptive and quantitative methodology. The sample was formed by 32 students of Basic English courses belong to DUOC UC Institute, in Chile who practice their writing skills through systematic activities developed during 2013 in the Virtual Platform Blackboard. The results of this study suggest that students reacted positively to the use of technology, but expressed concern about the technological difficulties. Main findings confirm that the use of technology enables student's practice of English, transforming and improving the learning environment inside of the classroom and students feel comfortable and secure because they have a teacher and technology's support.

This article describes an experience of the use of Personal Learning Environment (PLE)-Portfolio to compile various digital artifacts in virtual spaces, which represent a theoretical content learning process associated with knowledge, in a competency-based context, using a variety of Web 2.0 tools. Based on the Learning Spiral as a framework for curriculum design in connectivisim and in the co-association, it was created lessons, activities, and projects in order to create dynamic learning situations that contribute to the development of thinking skills and mental habits of first-year college students of technical engineering education at the Higher Technical Network Administration and Computational Support of the Lota Arauco Technical Training Center at the University of Concepción. To analyze the experience, it was proposed an evaluation model that was built using ICT, evaluative principles, a defined competencies standard, evidence and types of ICT assessment. As data instrument collection, rubrics were used that allowed to determine what students did with and without ICT. Main results of this experience are the generation of a methodological and evaluative model that facilitates theoretical learning, from the paradigm of learning using ICT, for example to promote higher competencies development in students, incorporating ICT seamlessly into a learning activity, increasing motivation and collaborative work in the physical and virtual classrooms.