El uso de la geolocalización en educación secundaria para la mejora del aprendizaje situado / Using geolocation in secondary education to improve situated learning: analysis of two case studies
Keywords:
recursos educacionales, material didáctico, tecnología educacional, m-learningAbstract
En este trabajo se describen dos experiencias de aprendizaje situado que integra las aplicaciones móviles y herramientas geolocalización en los proyectos pedagógicos de las aulas de secundaria. La investigación se enmarca en el proyecto “Mi móvil al servicio de la comunidad: aprender y compartir” una iniciativa impulsada por Fundación Telefónica en colaboración con Fundación Itinerarium, y la Universidad de Barcelona. Los dos estudios de caso han sido realizados durante el curso académico 2012/2013. Este artículo se estructura en primer lugar, con la fundamentación teórica de la investigación. En segundo lugar, se describen los objetivos y la metodología de investigación utilizada y, posteriormente, se analizan y discuten los resultados obtenidos. Los ejemplos de experiencias del uso de los teléfonos móviles y la geolocalización en la escuela todavía son escasos. Por este motivo, es de especial relevancia explorar y analizar propuestas didácticas que incorporen en las actividades formativas este tipo de tecnología, como son estos dos casos.
Abstract
In this paper we describe two situated learning experiences that integrates mobile applications and geolocation tools in secondary schools. The research is part of the project " My mobile community service: learn and share" an initiative of Telefonica Foundation in collaboration with Itinerarium Foundation, and the University of Barcelona. The two case studies have been conducted during the academic year 2012/2013. This article is structured in the first place with the theoretical foundation of the research. Secondly, we describe the objectives and the research methodology used and then analyses and discuss the results. Examples of experiences of using mobile phones and geolocation in school are still scarce. For this reason, it is particularly important to explore and analyse proposals that incorporate didactic training activities in this type of technology, such as these two cases.
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