Integración de las tecnologías de la información y la comunicación (TIC) en educación infantiluso y valoración de las actividades de enseñanza y aprendizaje en 5 años

Abstract

Faced with technological development, teachers are asked in their daily practice how to integrate technologies into the classroom and how to include them in educational practice. The overall objective of this research is to explore how ICTs are integrated in a 5-year old classroom of Early Childhood Education in the development of integrated teaching-learning projects. The research presents the methodology developed in a 5 year old classroom of Early Childhood Education, describing and evaluating how the different technological resources are integrated in the classroom, in the development of activities and tasks through ABP (Project Based Learning), the family-school interaction, and the design of the classroom blog as a communication tool. From this approach derives a qualitative investigation that allows us to approach the "how" (how resources are accessed, used, shared, generated or produced and communicated). It is developed around the following specific objectives: 1. Describe and evaluate how the different technological resources incorporated in the classroom, in the activities and tasks developed in the classroom of 5 year olds, are integrated, using the methodology of Project-Based Learning (ABP). 2. Assess the role of technologies in family-school interaction. 3. Design the classroom blog as an instrument of communication with the outside world and evaluate its possibilities (relation, resource and learning centre, exposition and evaluation, and assessment of innovation work). According to the qualitative methodology, we have opted for document analysis techniques and semi-structured questionnaires. In the statistical analysis, the qualitative software ATLAS.ti 7.5 was used, for the elaboration of the categories maps of the images and the frequency of them, as well as SPSS 19 together with Excel 2007 for the descriptive statistic. The analyzed data have finally allowed us to expose the results, in relation to the objectives, and the conclusions. The results have been contrasted with other investigations, and the scarcity of researches related to this area has been observed. We present the limitations of not having a control group or having applied a pretest and posttest to the group of students, but also assessing the potential that have provided the analysis of documents (project, images), and questionnaires (reflecting the satisfaction of the families for the use of technologies and projects). It concludes with the necessary integration of all the agents involved, with active methodologies carried out by teachers with teaching experience, resources, and training in technologies, to favor an improvement in Early Childhood Education.